Working Effectively Within Bangladesh TVET Sector

National Technical and Vocational Qualification Framework
NTVQF
Competency Based Learning Materials (CBLMs)

Work effectively within Bangladesh TVET sector
National Certificate in CBT&A Methodology

Trainers & Assessors, Level-4
Bangladesh Technical Education Board

Agargaon, Sher-E-Bangla Nagar
Dhaka-1207
Table of Contents
Copyright ...............................................................................................................................4
Preface ....................................................................................................................................5
Acronyms ...............................................................................................................................6
Overview of the Module .......................................................................................................7
How to use this Competency Based Learning Materials (CBLMs) .................................9
MODULE CONTENT ........................................................................................................10
LEARNING OUTCOME 1: INTERPRET TVET SCENARIO OF BANGLADESH
AND RELEVANTPOLICY DOCUMENTS. ...................................................................12
Learning Experiences .........................................................................................................13
Information Sheet 1.1-1 ......................................................................................................14
Self -Check 1.1-1..................................................................................................................21
Answer Key 1.1-1 ................................................................................................................24
Self-Check 1.1-2...................................................................................................................40
Answer Key1.1-2 .................................................................................................................41
Self-Check 1.1-3...................................................................................................................55
Answer key 1.1-3 .................................................................................................................56
LEARNING OUTCOME 2: INTERPRET QUALITY ASSURANCE SYSTEM........58
Information Sheet 1.2 -1 .....................................................................................................60
Self-Check 1.2-1...................................................................................................................63
Answer Key 1.2-1 ................................................................................................................64
LEARNING OUTCOME 3: WORK WITHIN THE TRAINING ORGANISATION 65
Self-Check 1.3-1...................................................................................................................88
Answer Key 1.3-1 ................................................................................................................89
LEARNING OUTCOME 4: MANGE WORK RELATIONSHIPS WITH
COLLEAGUES AND CLIENTS.......................................................................................91
Code: Work effectively within Bangladesh Date developed Date of Revise Page 2 of
TVTENV401A1 TVET sector June 2019 00-00-00 113
Self-Check 1.4-1...................................................................................................................97
Answer Key 1.4.1.................................................................................................................98
LEARNING OUTCOME 5: ASSIST LEARNER TO DEVELOP COMPETENCY AS
PER NEEDS AND INTERESTS .......................................................................................99
Learning Experiences .......................................................................................................100
Information Sheet 1.5-1 ....................................................................................................101
Self-Check1.5-1 ..................................................................................................................107
Answer Key 1.5-1 ..............................................................................................................108
Review of Competency .....................................................................................................110
References ..........................................................................................................................111
Copyright
This Competency Based Learning Materials on “Work effectively within Bangladesh
TVET sector” under the CBT&A Methodology for Trainers &Assessors, Level-4
qualification is developed based on the national competency standard approved by
Bangladesh Technical Education Board (BTEB).
This document is to be used as a key reference point by the competency-based learning

materials developers, teachers/trainers/assessors as a base on which to build instructional
activities.
This document is owned by Bangladesh Technical Education Board (BTEB), developed

under the guidance of international expert (TVET and Skills Development Specialist) and
National consultant, ILO Country Office for Bangladesh supported by Skills 21 –
Empowering Citizens for Inclusive and Sustainable Growth Project, ILO, funded by
European Union (EU).
Public and private institutions may use the information contained in this document for
activities benefitting Bangladesh.
Other interested parties must obtain permission from the owner of this document for
reproduction of information in any manner in whole or in part of this competency-based
learning materials in English or other languages.
This document is available at:

Agargaon, Sher-E-Bangla Nagar, Dhaka -1207, Bangladesh
Telephone: +88 02 9140645, Fax: +88 02 8113345
e-mail: bteb@citech.net,
Preface
Education and training for productive employment is vital for economic and social
development in Bangladesh. Technical and Vocational Education and Training (TVET) is
a tool for productivity enhancement and poverty reduction. TVET sector ensures quality,
relevance and access of skills training which meets industry demand and fulfill the
requirements of individual for opting gainful and productive employment.
Competency-based learning materials on” Working effectively within Bangladesh TVET

sector” provides overall course guidelines in relation to teaching and learning and act as
the key instrument in supporting delivery of standardised formal, non-formal and
informal training. It is expected that competency-based learning materials (CBLMs)
will serve the purpose of training delivery of different courses maintaining quality as
specified in the approved national competency standard for CBT&A Methodology for
Trainers & Assessors, Level-4. As it is agreed that any reform in TVET system in
Bangladesh should be in line with international trends so as to make graduates from the
qualification nationally and internationally competent.
It will be worth noting that the initiatives for development of National Certificate in
CBT&A Methodology, Level-4 & Level-5 through review and updating of existing
competency standards of trainers & assessors, development of new competency standard
for National Certificate for CBT&A Managers and implementers, Level-6 and Competency
Based Curriculum development for the above mentioned courses by the Skills 21 –
Empowering Citizens for Inclusive and Sustainable Growth Project, ILO. This document is
developed by the Standards and Curriculum Development Committee of BTEB under the
guidance of International Expert (TVET and Skills Development Specialist) and the
National consultant, Skills 21 – Empowering Citizens for Inclusive and Sustainable Growth
Project, ILO country Office for Bangladesh.
We appreciate Skills 21 – Empowering Citizens for Inclusive and Sustainable Growth

Project, ILO, funded by European Union (EU) for developing competency-based learning
materials on “Working effectively within Bangladesh TVET sector” of CBT&A
Methodology for Trainers & Assessors, Level-4 qualification under National Technical and
Vocational Qualification Framework (NTVQF).
Chairman
Acronyms
BMET Bureau of Manpower Employment and Training
BTEB Bangladesh Technical Education Board
CAD Course Accreditation Document
CBC Competency Based Curriculum
CBLMs Competency Based Learning Materials
CBT Competency Based Training
CBT&A Competency Based Training and Assessment
CS Competency Standard
DTE Directorate of Technical Education
EU European Union
ILO International Labour Organization
LCD Liquid Cristal Display
MOE Ministry of Education
MOEWOE Ministry of Expatriate Welfare and Overseas Employment
MOLE Ministry of Labour and Employment
NEP National Education Policy
NGOs Non-Government Organisations
NSDA National Skills Development Authority
NSDC National Skills Development Council
NSDP National Skills Development Policy
NTVQF National Technical and Vocational Qualification Framework
OSH Occupational Safety and Health
PCs Personal Computers
QAMS Quality Assurance Manuals
RPL Recognition of Prior Learning
SCDC Standard ad Curriculum Development Committee
TSC Technical School and College
TTC Technical Training Centre
TTTC Technical Teachers Training College
TVET Technical Vocational Education and Training
VET Vocational Training Institute
VTTI Vocational Teachers Training Institute
Overview of the Module
Work effectively within Bangladesh TVET sector
This module comprises five elements (1 to 5), and five (5) learning outcomes derived
from the unit of competency TVTENV401A1: Work effectively within Bangladesh
TVET sector.
Upon completion of this module, the trainee must be able to:
1. Interpret TVET scenario of Bangladesh and relevant policy documents.

2. Interpret quality assurance system.
3. Work within the training organization.
4. Mange work relationships with colleagues and clients.
5. Assist learner to develop competency as per needs and interests
After completion of the training, the trainees will be required to demonstrate their
competency through the following performance criteria:
1.1 TVET terminologies are listed and defined.

1.2 Relevant policies and laws are accessed and interpreted.
1.3 Courses and curriculum documents of TVET systems are accessed and identified.
1.4 Work practices are applied in line with policy framework.
2.1 Quality issues of TVET are identified and illustrated.

2.2 Quality Assurance Manuals (QAMs) are identified and accessed.
2.3 Course Accreditation documents (CAD) are identified and accessed.
3.1 TVET providers and development organizations are identified

3.2 Work is undertaken according to prevailing competency standards
3.3 Employee / staff relations systems are followed
3.4 Ethical and legal responsibilities are maintained according to the organisational
policies and procedures.
4.1 Work is planned and undertaken in collaborative way with colleagues.

4.2 Information and ideas are shared and worked together on agreed outcomes.
4.3 Feedback from clients and colleagues are obtained, evaluated and acted.
4.4 Clients and their needs and expectations are identified through effective
communication.
5.1 Information are provided to the learners about how their competencies relate to job
profiles, educational and training pathway.
5.2 Training requirements and employment opportunities are explained.
5.3 Learner confidentiality is maintained according to organizational policies and
procedures
CONTENTS
This learning package includes the following:
 Interpret TVET scenario of Bangladesh and relevant policy documents.

 Interpret quality assurance system.
 Work within the training organization.
 Mange work relationships with colleagues and clients.
 Assist learner to develop competency as per needs and interests
PRE-REQUISITE: N/A
How to use this Competency Based Learning Materials (CBLMs)
The module, “Working effectively within Bangladesh TVET sector” contains training
materials and activities for you to complete a series of activities. These activities may be
completed as part of structured classroom activities or you may be required to work at your
own pace. These activities will ask you to complete associated learning and practice
activities in order to gain knowledge and skills you need to achieve the learning outcomes.
1. Review the Learning Activity page to understand the sequence of learning activities
you will undergo. This page will serve as your road map towards the achievement of
competence.
2. Read the Information Sheets. This will give you an understanding of the jobs or tasks
you are going to learn how to do. Once you have finished reading the Information
Sheets complete the questions in the Self-Check.
3. Self-Checks are found after each Information Sheet. Self-Checks are designed to help
you know how you are progressing. If you are unable to answer the questions in the
Self-Check you will need to re-read the relevant Information Sheet. Once you have
completed all the questions check your answers by reading the relevant Answer Keys
found at the end of this module.
4. Next move on to the Job Sheets. Job Sheets provide detailed information about how
to do the job you are being trained in. Some Job Sheets will also have a series of Task
Sheets. These sheets have been designed to introduce you to the job step by step. This
is where you will apply the new knowledge you gained by reading the Information
Sheets. This is your opportunity to practise the job. You may need to practise the job or
activity several times before you become competent.
5. Specification sheets, specifying the details of the job to be performed will be provided
where appropriate.
6. A review of competency is provided on the last page to help remind if all the required
assessment criteria have been met. This record is for your own information and
guidance and is not an official record of competency
When working though this Module always be aware of your safety and the safety of
others in the training room. Should you require assistance or clarification please
consult your trainer or facilitator.
When you have satisfactorily completed all the Jobs and/or Tasks outlined in this
module, an assessment event will be scheduled to assess if you have achieved
competency in the specified learning outcomes. You will then be ready to move onto
the next Unit of Competency or Module
MODULE CONTENT
UNIT OF COMPETENCY: Work Effectively Within Bangladesh TVET

SECTOR
MODULE TITLE: Working Effectively Within Bangladesh TVET Sector
MODULE DESCRIPTOR: This module discusses the aspects that must be given
attention when working effectively within Bangladesh TVET sector. It shows the
requirements for interpreting TVET scenario of Bangladesh and relevant policy documents,
interpreting quality assurance system, working within the training organization, managing
work relationships with colleagues and clients and assist learner to develop competency as
per needs & interests in accordance with the relevant Assessment Guidelines.
NOMINAL DURATION:40 Hours
LEARNING OUTCOMES:
Upon completion of this module, the trainee must be able to:
1. Interpret TVET scenario of Bangladesh and relevant policy documents.
2. Interpret quality assurance system.
3. Work within the training organisation.
4. Mange work relationships with colleagues and clients.
5. Assist learner to develop competency as per needs and interests
ASSESSMENT CRITERIA:
1. TVET terminologies are listed and defined.
2. Relevant policies and laws are accessed and interpreted.
3. Courses and curriculum documents of TVET systems are accessed and
identified.
4. Work practices are applied in line with policy framework.
5. Quality issues of TVET are identified and illustrated.
6. Quality Assurance Manuals (QAMs) are identified and accessed.
7. Course Accreditation documents (CAD) are identified and accessed.
8. TVET providers and development organizations
9. Work is undertaken according to prevailing competency standards
10. Employee / staff relations systems are followed
11. Ethical and legal responsibilities are maintained according to the
organisational policies and procedures.
12. Work is planned and undertaken in collaborative way with colleagues.
13. Information and ideas are shared and worked together on agreed outcomes.
14. Feedback from clients and colleagues are obtained, evaluated and acted.
15. Clients and their needs and expectations are identified through effective
communication.
16. Information are provided to the learners about how their competencies relate to
job profiles, educational and training pathway.
17. Training requirements and employment opportunities are explained.
18. Learner confidentiality is maintained according to organizational policies and
procedures.
LEARNING OUTCOME 1: INTERPRET TVET SCENARIO OF BANGLADESH
AND RELEVANTPOLICY DOCUMENTS.
ASSESSMENT CRITERIA
1. TVET terminologies are listed and defined.
2. Relevant policies and laws are accessed and interpreted.
3. Courses and curriculum documents of TVET systems are accessed and identified.
4. Work practices are applied in line with policy framework.
CONTENTS:
1. TVET Terminologies
2. Relevant Policies
3. Courses and curriculum documents of TVET systems
4. Work practice with policy framework
CONDITIONS:
Trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents
 PCs/printers or laptops with internet access
 LCD/Digital Projector and Screen
 Microphones
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Communication resources
 Workplace or simulated environment
METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Presentation
ASSESSMENT METHODS:
 Written test
 Demonstration
 Oral Questioning
 Observation with checklist
 Portfolio.
Learning Experiences
Learning Outcome 1:
INTERPRET TVET SCENARIO OF BANGLADESH AND RELEVANT
POLICY DOCUMENTS.
Learning Activities Recourses/Special Instructions

Define common TVET terms and use  Read Information sheet 1.1-1.TVET
appropriate TVET terminologies in Terminologies
workplace  Answer Self-check 1.1-1, refer to answer key
1.1-1 to check if you have answered the
questions correctly.
Interpreting TVET Policies and laws  Read the Information Sheet 1.1-2,
The Competency Standard
 Answer Self-check 1.1-2, refer to the answer
key to check your answer.
Accessing and identifying courses and  Read Information sheet 1.1-3. Characteristics
curriculum documents of TVET and of Evidences
working with policy framework  Answer Self-check 1.1-3
 Check your answer with Answer key 1.1-3
Information Sheet 1.1-1
TVET Terminologies
Learning Objective:
After reading this Information Sheet, you will be able to:
1. define common TVET terms
2. use appropriate TVET terminologies in workplace
TVET:
TVET (Technical and Vocational Education and Training) is education and training which
provides knowledge and skills for employment and develop attitude to work for better
productivity in a systematic manner with safety and hygiene. TVET uses formal, non-
formal and informal learning. TVET is recognised to be a crucial vehicle for social equity,
inclusion and sustainable development.
NTVQF:
The NTVQF (National Training and Vocational Qualifications Framework (NTVQF) is a
component of Bangladesh Skills Development System. It is a comprehensive, nationally
consistent yet flexible framework for all qualifications in technical and vocational
education and training comprising 6 level with two pre-vocational preparatory stage for the
working people those have no literacy and numeracy.
VET:
Vocational education and training (VET) enables students or trainee to gain qualifications
for all types of employment, and specific skills to help them in the workplace. Vocational
education and training is a hands-on approach to training. It provides accredited training in
job related to technical skills. It involves a large number of careers and industries like
trades and office work, retail, hospitality and technology.
Skill:
Skill is the ability or talent in the form of Arts, Know-how, Maneuver, Strategy tactic,
expertise, competences, technique and practice by the application of cognitive,
psychomotor and attitudinal learning domain to perform an activity in the prescribed
manner for achieving a desired output/outcome within a specified time. Skill required in all
level of occupations from lower manual jobs to highest judgmental and decision making
arena. Usually it represents the hands on jobs mostly involve hand.
Arts
Practice Know-how within a specified time.
for achieving
Technique Maneuver desired output/outcome
Skill is the
ability or talent
in the form of
to perform an activity in
the prescribed manner
Compe-
tences
Strategy
Psychomotor
Expertise tactic
Cognitive
By the application of Attitudinal
Figure 1: Pictorial Definition of Skill

Knowledge:
Knowledge is a familiarity, awareness, or understanding of someone or something, such as
facts, information descriptions, or skills, which is acquired through experiences or
education by perceiving discovering, or learning. It is one of the most important learning
domain. The degree of knowledge comprises 6 stages – are remembering, understanding,
applying, analyzing, evaluating and creating
Knowledge can refer to a theoretical or practical understanding of a subject. It can be
implicit (as with practical skill or expertise) or explicit (as with the theoretical
understanding of a subject); it can be more or less formal or systematic. In philosophy, the
study of knowledge is called epistemology; the philosopher Plato famously defined
knowledge as "justified true belief". Knowledge acquisition involves
complex cognitive processes: perception, communication, and reasoning. while knowledge
is also said to be related to the capacity of acknowledgement in human beings
Attitude
A predisposition or a tendency to respond positively or negatively towards a certain idea,
object, person or situation. Attitude influence an individual’s choice of action and
responses to challenges, incentives and rewards (together called stimuli).
Four major components of attitude are
1. Affective: emotions or feelings
2. Cognitive: belief or opinions held consciously
3. Conative: inclination for action
4. Evaluative: positive or negative response to stimuli
Attitude represents an individual’s honesty, values, sincerity, behaviors, tendency towards

safety, health and hygiene in daily life as well as in workplace.
Task
A task is explained as the smallest unit of work that cannot be logically subdivided and is
measureable in terms of its elements.
Task Elements
A Task Elements is a smallest steps of a measureable task. A number of task elements
comprise a task.
Job
A Job consist of a number of tasks. job has three components and they are: job description,
job specification and personnel specification.
Figure 2: Relationship of Job, Tasks and Task Elements
Components of Jobs
Figure 3: Relationship among Job, Tasks and Task Elements
Figure 3: Job description, Job Specification and personal Specification

Job description describes or consists of the content of the job that is what to do in other
words the skills and techniques required to be applied to do the task or the unit(s) of the
work of the job.
Job specification tells about the skills and techniques that are required to do the job, in
other words, minimum skill level achievement and ability thereof for application by the
individual to be recruited for the particular job.
Personnel specification deals with drawing up of the attitude and behavior of the person
engaged for doing the job. Such attitude and behavior are directly related to a particular
environment of the job to work and deal with the peer, subordinates, higher ups including
the management and above all with tools & equipment and the environment of the
workplace. The brief explanation of the skill definitely embraces the broader perspective of
all levels and forms of skills
Recognition of the prior learning (RPL)
RPL is a process of awarding credits for competencies achieved outside of formal
accredited learning. It gives credit for competencies gained through previous learning,
other training, work or life experience as part of skill assessment. The certification under
RPL carry same status of the certificate gained by formal training in Bangladesh. This is
helpful for assessing the skill status and level of skill qualification for existing working
workforce.
Common terms in CBT system
Competency:
Competency is the capability to apply or use a set of related knowledge, skills, and abilities
required to successfully perform "critical work functions" or tasks in a defined work
setting. On the other hand, competency is a combination of knowledge, skills and attitudes
and their application needed to do a job within the required standards of the workplace or
industry. Competencies used in CBT system is categorized as -Generic competencies,
Sector Specific competencies and Occupational specific competencies.
Generic competencies are the basic human quality of a person needed in the work place
or in everyday life. These basic competencies are required for everybody of any
occupation under any sector. It is also known as basic competency.
Sector Specific competencies are the skills and knowledge needed by all people working
in a particular sector. These competencies are common for the sectors and used in any
occupation under that specific sector. It is also known as common competency.
Occupational specific competencies are the specific or core skills, knowledge & attitude
needed in a particular work area of a specific occupation. It is also known as core
competency
Competency based Training (CBT)
CBT isa flexible learner centered approach of training based on the Skills / Competency
Standard.It is an educational / training system that emphasizes the learning and
demonstration of competencies in the form of knowledge, skills, attitudes, where those
learning objectives are the central importance for a specific occupation, activity or career
/Job.
Competency based Assessment (CBA)

Competency based assessment is a process where a certified assessor works with a trainee
to collect evidence of competence, using the benchmarks provided by the unit standards
that comprise the national qualifications of a specific occupation. It covers the testing of
knowledge, skills, and attitudes separately. It is not about passing or failing a candidate
and evidence collection is more than just setting a test. The ultimate result is either
Competent or Not Yet Competent.
Performance based Education
The performance-based approach to education enables students to use their knowledge and
apply skills in realistic situations. It differs from the traditional approach to education in
that as well as striving for mastery of knowledge and skills, it also measures these in the
context of practical tasks.
Furthermore, performance-based education focuses on the process students go through
while engaged in a task as well as the end product, enabling them to solve problem and
make decision throughout the learning process. It can also be defined as outcome based
education(OBE)
Competency Standard (CS)
Competency standard is defining as the competencies and standards of performance
prescribed by industry and professional associations required for effective performance in
the work place. It is industry perspective training document based on occupational need for
a particular level of qualification framework. In a national qualification framework every
level has its separate competency standard.
Competency Based Curriculum (CBC)

CBC is a plan or specification incorporating a series of intended learning outcomes and
associated learning experiences. The objectives, structure, content, assessment and
sequencing of what has to be learned are organized into related combination of a series of
units, modules or elements. It is training providers perspective document usually presented
in modular form. CBC developed based on competency standard.
Self -Check 1.1-1
1. What does TVET mean? Why VET?
2. What is the full words of the abbreviation NTVQF?
3. Write the definition of Skill
5. Show the relationship among Job, Tasks and Task elements.
6. Define the term Job description, Job Specification and personal Specification
7. What is meant by RPL? Why RPL is important?
8. What is an occupational specific competency?
9.Distinguish between CS and CBC
Answer Key 1.1-1
1. TVET and importance of VET

The Elaboration of the term TVET is Technical and Vocational Education and
Training which provides knowledge and skills for employment and develop attitude
to work for better productivity in a systematic manner with safety and hygiene.
TVET uses formal, non-formal and informal learning.
Vocational Education and Training (VET) is important because VET enables
students or trainee to gain qualifications for all types of employment, and specific
skills to help them in the workplace. It provides accredited training in job related to
technical skills. It involves a large number of careers and industries like trades and
office work, retail, hospitality and technology.
2. What is elaboration of the abbreviated word NTVQF?
The Elaboration of the word NTVQF is National Technical Vocational Qualification
Framework
3. Write the definition of Skill

Skill is the ability or talent in the form of arts, know-how, manoeuvre, strategy tactic
expertise, competences, technique and practice by the application of cognitive,
psychomotor and attitudinal learning domain to perform an activity in the prescribed
manner for achieving a desired output/outcome within a specified time.
4. Show the relationship among Job, Tasks and Task elements
A task is explained as the smallest unit of work that cannot be logically Subdivided
and is measureable in terms of its elements. The task elements are a smallest steps of
a measureable task. A number of task elements comprise a task. On the other hand, a
Job consist of a number of tasks. job has three components and they are: job
description, job specification and personnel specification.
5. Define the term Job description, Job Specification and personal specification
Job description describes or consists of the content of the job that is what to do in
other words the skills and techniques required to be applied to do the task or the unit
(s) of the work of the job.
Job specification tells about the skills and techniques that are required to do the job,
in other words, minimum skill level achievement and ability thereof for application by
the individual to be recruited for the particular job.
Personnel specification deals with drawing up of the attitude and behavior of the
person engaged for doing the job. Such attitude and behavior are directly related to
a particular environment of the job to work and deal with the peer, subordinates,
higher ups including the management and above all with tools & equipment and the
environment of the workplace. The brief explanation of the skill definitely embraces
the broader perspective of all levels and forms of skills
6. What is meant by RPL? Why RPL is important?

RPL means recognition of Prior Learning. It is a process of awarding credits for
competencies achieved outside of formal accredited learning. It gives credit for
competencies gained through previous learning, other training, work or life
experience as part of skill assessment. The certification under RPL carry same status
of the certificate gained by formal training in Bangladesh.
This is helpful for assessing the skill status and level of skill qualification for existing
workforce. Through this recognized certification nation can calculate the skills and
productivity of the workforce and individual certified person can get benefits by
social recognition, promotion and getting higher salary or wages.
7. What is an occupational specific competency?

Occupational specific competencies are the specific or core skills ,knowledge&
attitude needed in a particular work area of a specific occupation. It is also known as
core competency
8. Distinguish between CS and CBC

Competency standard is defining as the competencies and standards of performance
prescribed by industry and professional associations required for effective
performance in the work place. It is industry perspective training document based on
occupational need for a particular level of qualification framework. In a national
qualification framework every level has its separate competency standard.
On the other hand, Competency Based Curriculum is a plan or specification

incorporating a series of intended learning outcomes and associated learning
experiences. The objectives, structure, content, assessment and sequencing of what
has to be learned are organized into related combination of a series of units, modules
or elements. It is a training provider’s perspective document, usually presented in
modular form. CBC developed based on competency standard.
TVET POLICIES AND LAWS
Leaning objectives:
After reading this information sheet, the trainee will be able to:
1. interpret TVET chapter of National Education Policy, National Skills Development
Policy and Equity Policy
2. familiar with apprenticeship act, TVET and Skill development legislations
3. comprehend National Technical and Vocational Qualifications Framework
(NTVQF) & Level descriptor
4. explain RPL and TVET data system in Bangladesh
TVET chapter of National Education Policy
The TVET chapter of national education policy specify the aims and objectives of
vocational and technical education and training are:
1. to increase competent manpower in diverse sectors including Information and
Communication Technology at a fast pace keeping in mind the national and
international demands;
2. to build up skilled manpower at a fast pace to create opportunities of economic
development and to increase dignity of labour;
3. to create wide-ranging employment opportunities through export of skilled
manpower and to enhance foreign currency earnings.
Strategies for implementing the National Education Policy
Some of the important strategies for TVET in NEP are outlined in following points
1. Pre-vocational and Information Communication Technology education will be
introduced in every stream of primary education to create skilled manpower. A
student can enroll in vocational/technical education and gradually go up for higher
education in their desired technical subjects.
2. Students having technical diplomas will be eligible for admission in Bachelor
program of different and relevant courses (such as Engineering, Textiles and
Agriculture etc.) through some tests and coordination of credits.
3. In the vocational and technical educational institutions, teacher-student ratio will
be-1:12
4. In every curriculum of vocational and technical education, highest importance will
be given to achieving proper competencies. Computer and ICT will be included as
compulsory subjects in vocational and technical education curricula.
5. Apprenticeship program will be introduced nation-wide. The Apprenticeship Act
1962 will be updated and revised.
6. Special attention will be given to the students with disabilities to ensure their
participation in the vocational and technical education.
7. Hands-on training within mills and factories on the subjects studied will be
compulsory for teachers of all levels. To ensure training for every teacher of
vocational and technical education, posts/seats in VTTI and TTTC will be
increased and if necessary, the number of such institutes will also be increased.
8. Adequate number of relevant books in Bangla will be authored, translated and
published to facilitate vocational and technical education.
9. In every upazilla, one technical education institute will be established for the
expansion of technical education. Besides, the number of polytechnic institutes,
textile institutes, and leather institutes will be increased.
10. All technical and vocational education institutes of the country will be put under
the control of the Technical Education Directorate to consolidate this education
stream. Technical Education Directorate will be further empowered and funds and
manpower will be made available as per necessity.
11. Government budget will be allocated on priority basis in the sector of vocational
and technical education.
12. Appropriate steps will be taken to fill in the vacant posts in vocational and
technical institutes.
13. Public-private partnership collaboration will be encouraged to establish new
technical and vocational institutes and to develop their management.
14. Technical and vocational institutions can run two shifts for Diploma in engineering
and other diploma courses in order to ensure the highest use of their infrastructure
and other facilities. But attention will be given to maintain quality and to ensure
standard contact hours
15. Private sector will be encouraged to establish quality vocational and technical
institutions. Priority will be given to them for inclusion of MPO for the teachers of
these institutes. Necessary resources, materials and instruments and financial
support will also be provided.
16. A survey will be conducted about the needs of the countries that import manpower
from Bangladesh. Course materials in vocational and technical education will be
included accordingly. Provision will be there to train the students to have some
primary skills of the languages of those countries.
17. The curricula of vocational and technical education will be constantly under review
and revision in view of job markets of home and abroad.
18. In future, steps will be taken to establish a technical university.
National Skills Development Policy

The National Skills Development Policy is a comprehensive policy for guiding the skill
development strategies of both public and private sectors and facilitate improved
coordination of all parties involved in education and training in Bangladesh. This Policy
provides the vision and direction for skills development, setting out the major
commitments and key reforms that government is implementing in partnership with
industry, workers and civil society. The policy extends and builds on other major
government policies such as the Education Policy of 2009, Non-Formal Education Policy
of 2006, Youth Policy of 2003, National Training Policy of 2008 and the NSDC Action
Plan of 2008.
The policy is the result of the collective efforts of government agencies involved in TVET
and skills training, employer and worker organizations and private training providers and
NGOs, all with the common goal of reforming Bangladesh’s skills development system.
The policy was approved by the Cabinet in January 2012.
TVET sector of Bangladesh is now undergoing major reform in terms of skills

development, TVET policies, credentialing, industry linkages under Competency Based
Training and Assessment (CBT&A) system. TVET reform agenda included some multiple
inter-related outputs as:
 Modified TVET legislation
 National skills development policy
 National Technical and Vocational Qualifications Framework

 Bangladesh TVET QA System
 TVET data system
 Recognition of Prior Learning (RPL)
 Model for competency standards development and new demand driven courses
 New training programs for TVET teachers and principals
 Enhanced work based learning including apprenticeships
The policy addresses a number of strategic areas for skills development including:
o provision of demand-driven flexible and responsive training
o nationally recognized qualifications;
o competency based training;
o quality assurance;
o accurate skills and labour market data;
o competent TVET instructors and managers.
o strengthened apprenticeships;
o recognition of prior learning;
o improved access for under-privileged groups;
o private training provision;
o industrial training;
o TVET financing; and
o skills development for overseas employment.
One of the many important elements in the policy is the engagement of industry through the
establishment of Industry Skills Councils (ISCs). The TVET reform project has helped
establish ISCs in different sectors like agro-food processing, transport equipment (e.g. ship-
building), leather and leather products, information technology and tourism & hospitality.
Meanwhile, the SDP has established similar councils (which they call sector working
groups) for construction, light engineering, readymade garments& textile and the informal
economy. Beside these sectors since 2019, other established sectors are furniture,
pharmaceuticals, ceramic. Two other sectors are under formation as jute and creative media
The responsibility of ISCs are to conduct survey of skills demand for their sectors and
identify the priority occupations where training is needed. They have also recommended
technical experts as members on the Technical Sub Committee and Standards and
Curriculum Development Committees (SCDCs) for developing competency standard and
Competency based curriculum. According to the policy recommendation BTEB is tuning
and aligning the traditional TVET courses to the National Technical and Vocational
Qualifications Framework (NTVQF).
Main features of the National Skills Development Policy
o National Technical & Vocational Qualification Framework (NTVQF)
o Competency Based Training & Assessment (CBT&A)
o Quality Assurance System (QAS)
o Strengthened role of Industry Sectors in Skills Development
o Competent & Certified Instructors and Trainers
o Effective & Flexible Institutional Management
o Strengthened Apprenticeships
o Recognition of Prior Learning (RPL)
o Access for Under-privileged groups
o Accurate Labour Market Information
Equity Policy
Equity Policy for Bangladesh TVET sector is address in National Skill Development policy
in chapter -14 as “Improved Access for Under-Represented Groups” The government
recognizes that for reducing poverty and mitigating the limitations of inadequate school
education, more citizens need to have access to both formal and informal skills training to
develop skills that increase their employability. Accordingly, strategies to improve access
for groups that are traditionally under-represented in skills training need to be implemented
targeting the agriculture, fisheries and handicrafts industries. One of the major barriers to
underrepresented groups accessing skills is the lack of funds to cover the cost of attending
programs. To address this issue, the government is working with industry and its social
partners to ensure that a micro-credit scheme for learners is introduced. The new micro-
credit scheme for learners will also provide funds on a priority basis to graduates of skills
development programs so as to increase successful self-employment outcomes. The policy
addresses the following under- representative groups for equal access to skill development
and be productive so that they can survive and live in the society with due respect and
prosperity.
1. People with Low Levels of Education
2. Women
3. Persons with Disabilities and special need
4. Working Adolescents
5. People of Less Developed Areas and
6. People of Rural Communities
Apprenticeship act, TVET and Skill development legislations
Apprenticeship Act:
Apprenticeship is a training strategy with requirements that should be clearly stated in

national laws and regulations. The national legal framework should provide the guidance
from the policy level. These laws and regulations establish minimum requirements for
protecting the welfare of the apprentice, such as:
a. The length of training,
b. Type and amount of related instruction
c. Supervision of the apprentice
d. Appropriate ratios of apprentices to regular workers
e. Apprentice selection and recruitment procedures, etc
Apprenticeship process was introduced in Bangladesh in the 1850 through an act designed
by the British Administration. Given the nature of the 1850’s act, it was found to be
inadequate to function properly these days. This resulted in a new ordinance in 1962.
Through this ordinance, candidates received apprenticeship under the umbrella of BMET.
Now Apprenticeship act is the part of Bangladesh Labour Act, 2006 where Chapter
eighteen indicates the application, special definition related to apprenticeship, form of
tripartite advisory committee, obligations of employers, the prevalence to relief from
income –tax, advice and guidance to employers, obligations of apprentices, powers of entry,
inspection and delegation of powers.
Bangladesh Technical Education Board act:
Bangladesh Technical Education Board established by the then “The Technical Education
Act 1967 and was the first legal power as well as binding for BTEB. After long interval in
2018 Bangladesh Technical Education Board act, 2018, passed in November 14, at the
Bangladesh National parliament with following legal activities
a. Manage, Accreditation and Control Technical and Vocational Education and
Training
b. Determining the TVET courses, developing curriculum and preparing syllabus
c. Prepare books and learning materials according to the board curriculum
d. Conduct Examination, assessment, determining fees, result publication and
certification of TVET
e. Student admission in BTEB accredited TVET institute/ organization and developing
rules and regulation for inter organizations students and trainee transfer
f. Inspection, Supervision and Monitoring BTEB accredited TVET providing institute/
organization
g. Recognition of the Prior Learning Regardless this act

h. Establishment of Information Management System and it’s Maintenance for BTEB
accredited TVET providing institute/ organization
i. Collection of the TVET related information regarding need of the labour market
through Industry Skill Council
j. Develop competency based training and assessment standard and curriculum in
cooperation with Industry Skill Council
k. Determining eligibility criteria for National Technical Vocational Qualification
Framework
l. Providing Scholarship, Medals and Awards in TVET field
m. Contract with other organization to fulfill the purpose of this act and
n. Performing other duties as instructed by the government
National Skills Development Authority act:
National Skill Development Act, 2018, passed in October 01, at the Bangladesh National
parliament with empowering and getting the mandate of following legal activities
a) Prepare National Skill Development Policy, Strategy and Action Plan
b) Coordination, monitoring and evaluation of activities for preparing Key
Performance Indicator(KPI), unique training curriculum and their implementation
to develop skill human resource according to the need of domestic and
international labour market in government and private training institutes.
c) Publish the information related to the need of the national and international labour
market forecasting report.
d) Recognition of the Prior Learning Regardless this act, where applicable
e) Supervising and monitoring the skill related project and program
f) Perform necessary arrangement for developing quality of training, certification
and mutual recognition
g) Constitute Industry Skill Council and provide necessary support.
h) Strengthen the industry linkages
i) Initiate any other skill development activities in own consideration and
j) Perform Any other responsibilities as per instruction of government or governing
board
National Technical and Vocational Qualifications Framework (NTVQF)
& Level descriptor
NTVQF is a set of principles and guidelines by which records of learners’ achievement are
registered to enable national recognition of acquired skills and knowledge. NTVQF also
describes the competencies required to do a job at various levels according to industry need.
NTVQF shows clear learning pathways of the vertical mobility and progression within
training and career paths which helps the learners to compare the levels of different
qualification and identify different ways to progress. Learners are often more encouraged to
improve their knowledge and skills to increase their employment opportunities so, NTVQF
helps learners make decision about the qualification they need to pursue.
The National Technical and Vocational Qualification Framework has levels from 1 to 6, as
well as two pre-vocational levels to allow easier access to formal TVET for poor or under
privileged groups who might not have sufficient formal schooling and lack of literacy and
numeracy but having skills either working in different economic sector or have no works at
all. Figure 1 provides an outline of the Bangladesh NTVQF.
Proposed Bangladesh NTVQF with Job Classifications
EDUCATION SECTORS
NTVQF
Pre- Job Classification
LEVELS Technical
Vocation Vocational Education
Education
Education
Diploma in
Middle Level
engineering
NTVQF 6 Manager /Sub
or
Assistant Engr
equivalent
National Skill Certificate Highly Skilled
NTVQF 5 5 Worker /
(NSC 5) Supervisor
National Skill Certificate
NTVQF 4 4 Skilled Worker
(NSC 4)
Semi-Skilled
NTVQF 3 3
Worker
(NSC3)
Basic Skilled
NTVQF 2 2
Worker
(NSC 2)
NTVQF 1 1 Basic Worker
(NSC 1)
National Pre-
Vocation Pre-Vocation
Pre-Voc 2
Certificate Trainee
NPVC 2
National Pre-
Vocation Pre-Vocation
Pre-Voc 1
Certificate 1 Trainee
NPVC 1
Level descriptor is a structural framework and job class including the responsibilities with
required knowledge, skill for each level through which one can understand the distinct
difference among the levels.
NTVQF level Descriptors

NTVQF Job
Knowledge Skill Responsibility
Level Class.
6  Comprehensive  Specialised and  Mange a team or
actual and restricted range of teams in workplace
theoretical cognitive and activities where Supervisor
knowledge practical skills there is / Middle
within a specific required to unpredictable Level
study area with provide change Manager
an awareness of leadership in the  Identify and design /Sub
the limits of that development of learning programs to Assistant
knowledge. creative solutions develop Engr. etc.
to defined performance of team
problems members
5  Very broad  Very broad range  Take overall
knowledge of the of cognitive and responsibility for
underlying, practical skills completion of tasks
Highly
concepts, required to in work or study
Skilled
principles, and generate solutions  Apply past Worker /
processes in a to specific experiences in Supervisor
specific study problems in one solving similar
area or more study problems
areas.
4  Broad  Range of  Take responsibility,
knowledge of the cognitive and within reason, for
underlying, practical skills completion of tasks Skilled
concepts, required to in work or study Worker
principles, and accomplish tasks  Apply past
processes in a and solve experiences in
specific study problems by solving similar
area selecting and problems
applying the full
range of
methods, tools,
materials and
information
3  Moderately  Basic cognitive  Work or study under
broad knowledge and practical supervision with
in a specific skills required to some autonomy
study area. use relevant
Semi-
information in
Skilled
order to carry out
Worker
tasks and to solve
routine problems
using simple rules
and tools
2  Basic  Basic skills  Work or study under
underpinning required to carry indirect supervision Basic
knowledge in a out simple tasks in a structured Skilled
specific study context Worker
area.
1  Elementary  Limited range of  Work or study under
understanding of skills required to direct supervision in
the underpinning carry out simple a structured context Basic
knowledge in a tasks Worker
specific study
area.
Pre-Voc  Limited general  Very limited  Work or study under
2 knowledge range of skills direct supervision in Pre-
and use of tools a well-defined, Vocation
required to carry structured context. Trainee
out simple tasks
Pre-Voc  Extremely  Minimal range of  Simple work or
1 limited general skills required to study exercises,
Pre-
knowledge carry out simple under direct
Vocation
tasks supervision in a
Trainee
clear, well defined
structured context
RPL and TVET data system in Bangladesh

There are huge number of skill and potential workforce in Bangladesh. But due to the
absent of skill certification in Bangladesh those potential skills workforce remained
unaddressed and unrecognized. The development of a nation depends on the accurate
workforce and labour market information upon which the government can plan for
education and skill development activities. But unfortunately Bangladesh yet could not
established either database of certified skill workforce neither preserve any skill
requirement data and information accept MIS of NTVQF website. For addressing these
two aspects Recognition of the Prior Learning (RPL) through assessment and
certification of existing working workforce and TVET data system for existing and
upcoming human resources are important.
Recognition of the Prior Learning (RPL)

competencies gained through previous learning, other training, work or life experience
as part of skill assessment. The certification under RPL carry same status of the
certificate gained by formal training in Bangladesh.
This is helpful for assessing the skill status and level of skill qualification for existing
workforce. Through this recognized certification nation can calculate the skills and
productivity of the workforce and individual certified person can get benefits by social
recognition, promotion and getting higher salary or wages.
TVET data system

Quality data is crucial for the effective management and planning of skills development.
If the demand for skills is not understood then government, employers, workers and
other stakeholders cannot make informed decisions about what skills are required,
what programs should be delivered and where and when the training is immediate
requirement. Data is required to ensure training institutions are accountable for the
funds they receive and key labour market and program measures are required to ensure
that TVET supply better matches the demand from industry.
The planning of pre-employment education and training should align with future
employment opportunities and deliver competencies that meet the expectations of
prospective employers both home and abroad. Accurate skills and labour market data is
also important for assessing new opportunities for workers whose skills sets may be
affected by change.
Quantitative and qualitative forecasting need to be linked to broad national development

strategies, with systems in place to track sectors and regions with high growth potential,
so that new employment prospects and their skills requirements can be identified and
the skills profiles of those losing jobs can be understood.
To improve the capacity of the skills development system to meet the demands of the
labour market, the national skills data system need to be established and strengthened so
it can provide timely and accurate information to industry, planners and managers in
both the public and private sector. According to the policy the new system need to:
1 Address domestic data needs related to the supply of skills, the demand for
skills, and the matching of supply and demand;
2 Address international data needs related to the demand for skills in key
international labour markets for Bangladeshi workers;
3 Allow for the identification of both current skills shortages and potential future
demands for skills, both at the regional and national level;
4 Increase the use of tracer studies to track the employability of graduates;
5 Identify and allocate responsibilities to institutions, bodies and agencies
covering the collection, processing, management and reporting of skills data;
6 Provide for timely and broad dissemination of data so as to inform skills policy,
program development and the choices of individuals; and
7 Take account of the impact of data collection on enterprises.
The new skills data system should receive information inputs from the industry sectors,
national statistical office, ministries and agencies providing skills training, public and
private providers, regions, etc. The data system should be professionally organized and
able to benefit policy-makers and other stakeholders by providing clear and timely data
and information
BMET need to be responsible for coordination of international demand data, including
from Bangladesh missions abroad. The BMET data cell need to be expanded and
provided with technical assistance to increase their capacity to manage expatriate
worker skill demands and need to act as the focal point for the NSDC in this regard.
The registration and certification for the NTVQF levels under BTEB are maintained
through a web portal. The graduate’s database certified either in RPL assessment or
through the RTO based training are preserving in this database since off by an web
portal.
Self-Check 1.1-2
1. What are the Main features of the National Skills Development Policy?
2. What is the NTVQ level a person needs to attain to become a skilled worker?
3. What are the Bangladesh Technical Education Board Act?
4. What is RPL?
5. Why Data system is important?
Answer Key1.1-2
Answer of the question no 1:
Main features of the National Skills Development Policy

o National Technical & Vocational Qualification Framework (NTVQF)
o Competency Based Training & Assessment (CBT&A)
o Quality Assurance System (QAS)
o Strengthened role of Industry Sectors in Skills Development
o Competent & Certified Instructors and Trainers
o Effective & Flexible Institutional Management
o Strengthened Apprenticeships
o Recognition of Prior Learning (RPL)
o Access for Under-privileged groups
o Accurate Labour Market Information

National Technical and Vocational Qualification Level 5 is required for
becoming a supervisor/highly skilled worker in any occupation.

Bangladesh Technical Education Board act:
Bangladesh Technical Education Board established by the then “The Technical Education
Act 1967 and was the first legal power as well as binding for BTEB. After long interval in
2018 Bangladesh Technical Education Board act, 2018, passed in November 14, at the
Bangladesh National parliament with following legal activities
a. Manage, Accreditation and Control Technical and Vocational Education and
Training
b. Determining the TVET courses, developing curriculum and preparing syllabus
c. Prepare books and learning materials according to the board curriculum
d. Conduct Examination, assessment, determining fees, result publication and
certification of TVET
e. Student admission in BTEB accredited TVET institute/ organization and developing
rules and regulation for inter organizations students and trainee transfer
f. Inspection, Supervision and Monitoring BTEB accredited TVET providing institute/
organization
g. Recognition of the Prior Learning Regardless this act
h. Establishment of Information Management System and it’s Maintenance for BTEB

accredited TVET providing institute/ organization
i. Collection of the TVET related information regarding need of the labour market
through Industry Skill Council
j. Develop competency based training and assessment standard and curriculum in
cooperation with Industry Skill Council
k. Determining eligibility criteria for National Technical Vocational Qualification
Framework
l. Providing Scholarship, Medals and Awards in TVET field
m. Contract with other organization to fulfill the purpose of this act and
n. Performing other duties as instructed by the government

competencies gained through previous learning, other training, work or life experience as
part of skill assessment. The certification under RPL carry same status of the certificate
gained by formal training in Bangladesh.
COURSES AND CURRICULUM OF TVET AND WORK IN LINE WITH POLICY
FRAMEWORK
Leaning objectives:
After reading this information sheet the trainee will be able to:
1. familiar with different formal TVET courses in Bangladesh

2. find the sources and name of the curriculum
3. interpret the NTVQF courses and
4. work with the courses under NTVQF
Formal Traditional TVET courses in Bangladesh

Bangladesh Technical Education Board approved and accredited courses are shown below
with numberof trade and technology and duration of the courses
Sl. No of Trade / Duration

Academic Programs
No. Technology (Year)
1 Diploma in Technical Education 3 1
2 Diploma in Vocational Education 8 1
3 Diploma in Engineering 34 4
4 Diploma in Textile Engineering 3 4
5 Diploma in Agriculture 1 4
6 Diploma in Fisheries 1 4
7 Diploma in Fisheries in Service 1 3
8 Diploma in Forestry 1 4
9 Diploma in Forestry in Service 1 2
10 Diploma in Livestock 1 4
11 Diploma in Medical Technology 8 4
12 Diploma in Tourism and Hospitality 1 4
13 Diploma in Engineering 4 4
14 Diploma in Medical Ultrasound 1 1
15 Diploma in Animal Health and Production in Service 1 2
16 HSC (BM) 5 2
17 HSC (Vocational) 14 2
Sl. No of Trade / Duration
Academic Programs
No. Technology (Year)
18 Diploma in Commerce 2 2
19 SSC (Vocational) 31 2
20 Dakhil(Vocational) 31 2
21 Certificate in Marine Trade 4 2
22 Skill Certificate Course 6 1
23 Certificate in Vocational Education 9 1
24 Certificate in Health Technology 10 1
25 Certificate Course in Poultry Farming 1 1
26 Certificate Course in Animal Health and Production 1 1
27 Certificate in Medical Ultrasound 1 6 Months
28 National Skill Standard- II 14 1
29 National Skill Standard- III 14 1
30 Professional Diploma in Automobile 1 6 Months
31 Advanced Certificate Course 3 1
32 National Skill Standard Basic (360 Hours) 96 360 hours
Sources and name of the curriculum
The source of the curriculum and syllabus of the BTEB traditional courses are available in
Bangladesh Technical Education website. The domain name and URL of the site for
finding the curriculum and syllabus are www.bteb.gov.bd and https://drive.google.com
/drive/u/0/folders/0BynIJ2cATXt3NmxhWC1JTDd3RHc. Which can be downloadable
from Google drive.
There is a separate website for National Technical Vocational Qualification framework

(NTVQF) division. The web address of this site is www.btebcbt.gov.bd. Here the
Competency Standard and Competency based Curriculum of different occupations under
sectors can be accessed and downloaded by the user from the original site easily. Here all
the resources related to curriculum to certification can be located as per user requirement
from different URL directly like http://www.btebcbt.gov.bd/utility/list_user
Formal NTVQF courses
Formal Competency Based Training Courses under National Technical Vocational
Qualification Framework (NTVQF) are shown below. The Sectors wise occupations and
their different levels are shown in the tables. The BTEB approved occupations up to level
6 are listed below up to June of 2019, where total numbers of standards are 379 of 168
occupations under 12 sectors.
Sector wise approved occupations and competency standard

Agro Food Sector
BTEB Approved Occupations NTVQF Levels

1. Baking 1,2,3
2. Food Processing and QC 1,2,3
3. Food packaging 1,2,3
4. Refrigeration and Air-conditioning 1
5. Food Safety & Hygiene 1,2,3,4
6. Poultry & Meat Processing 1.2.3
7. Chanachur & Jhuri Processing 1
8. Puffed & Flattened Rice Processing 1
9. Food Grain Machine Operation 1
10. Rice Processing 1
11. Food Preparation 2
12. Improved Cook Stove 2
13. Organic Vegetable Production 2
Tourism and Hospitality Sector

1. Cooking 1,2,3,4
2. Housekeeping 1,2,3
3. Food and Beverage Servicing 1,2,3,4
4. Tour Guiding 1,2,3
5. Front Office Management 1,2,3,4
6. Ticketing and Reservation 2,3,4
7. Waste Collection & Segregation 1
8. Compost Production 3,4
9. Eco-Tour Guiding 2,3
Information Technology Sector
1. Graphic Design 1,2,3 ,4,5
2. IT Support 1,2,3 ,4,5
3. Web Design 2,3 , 4,5
4. Computer Operation 1,2
5. Print Machine Servicing 3,4
6. Surveillance Security System 4
7. Professional Back Office Services 3
8. Professional Digital Content Management 3
9. Medical Scribing 3
10. PCB Design 4
11. PCB Assembling 3
12. Professional Customer Service 3
13. Finance and Accounting Outsourcing 3
14. CAD Operation 3
15. Cyber Security 5,6
16. Digital Marketing 4,5
17. Software Development 4,5,6
18. Freelance 4
19. IT Support Service 2
Ceramic Sector

Body and Glaze Preparing 1,2,3,5
Forming 1,2,3,5
Decoration & Printing 1,2,3,5
Glazing 1,2,3,5
Body and Glaze Preparing 1,2,3,5
Lather and Lather Goods Sector

1. Machine Operator, footwear 1,2,3
2. Machine Operator, Leather Goods 1,2,3
3. Machine Operator, Tannery 1,2,3
4. Machine Maintenance Leather 1,2,3 ,4
5. Supervising (Tannery, Leather Goods and Footwear) 5
6. Setting and Assembling Operations 4
7. Cutting Machine Operation 2
8. Lasting and Assembling Operation 2
9. Total Quality Management (TQM) 3
10. Setting Operation 2
11. Pattern Making Grading CAD-CAM Operation 3,4
12. Electronics Supervising 2
13. Leather Sewing Operation 3
Light Engineering Sector

1. CNC Machine Operation 3,4
2. Lathe Machine Operation 1,2,3
3. Consumer Electronics 1,2,3
4. Electrical Installation & Maintenance 2,3
5. Foundry Works 1,2,3
6. Heat Treatment Operation 1,2,3
7. PLC Operation 3
8. Master Craftsmanship 2
9. CAD-CAM Design and Programming 3
10. Electronics Servicing and Maintenance 2
Transport Equipment Sector
1. Electrical Installation and Maintenance 1,2,3,4

2. Fitting 1,2,3
3. Welding P,1,2,3,4
4. Motorcycle Servicing P,1,2
5. Machine Shop Practice 1,2,3,4
6. Automotive Mechanics 1,2,3,4
7. Refrigeration and Air-con 1,2,3,4
8. Electrical & Navigational Equipment Installation 3
9. Installation of Heating, Ventilation, Air Conditioning 3
(HVAC) & Refrigeration System
10. Auto Electricity Servicing 1
11. Air Ducting Servicing 3
12. Marine Diesel Engine Artificer 1
13. Pipe Fitter 1
Pharmaceutical Sector

1. Machine Operation 1,2,3,4
2. Electrical & Electronics Installation & Maintenance 2,3,4,5
3. Industrial Mechanical Maintenance 2,3,4,5
4. Packaging 1,2,3,4
5. Machine Operation 1,2,3,4
Informal Sector

1. Beauty Care P, 1,2,3 ,4
2. Block Batik and Screen Printing P,1,2,3
3. Solar Electrical System P,1,2,3
4. Tailor and dressmaking P,1,2,3,4
5. Embroidery P,1,2
6. Television Servicing P,1
7. Jute bag and box making P,1
8. Karchupi Works P,1
9. Mobile Phone Servicing P,1,2,3,4
10. Agricultural machinery P
11. Care Giving P, 2,3,4
12. Cooking (domestic) P
13. Poultry P
14. Housekeeping (domestic) P
15. Poultry Rearing & Farming 1
16. Carpentry 1
17. Wood Working Machine Operation 1
18. Upholstery Works 1
19. Lacquer Polishing 1
20. Mushroom Growing 1,2,3
21. Driving 2,3
Furniture Sector

Wood Working Machine 1,2,3,4
Carpentry 1,2,3,4
Lacquer Polishing 1,2,3,4
Upholsterer 1,2,3,4
RMG & Textile Sector

1. Sewing Machine Operation P,1,2,3
2. Circular Knitting Machine Operation 1,2
3. Sweater Machine Operation 1,2,3
4. Apparel Screen Printing 1,2,3
5. Sewing Machine Operation (Knit) 1,2,3
6. Sewing Machine Operation (Woven) 1,2,3
7. Sewing Machine Operation (Denim) 1,2,3
8. Sewing Machine Operation (Lingerie) 1,2,3
9. Sewing Supervising 4,5
10. Sewing Machine Maintenance 2,3,4
11. RMG Industrial Engineering 4,5,6
12. Apparel Merchandising 3
13. Production Planning & Control 3
14. Pattern Making and Cutting Operation 1,2
15. Mid Level Supervising 3
16. Social Compliance and HR Management 3
17. Weaving Technology 2
18. Safety Management 3
19. Quality Control Management 4
20. Production Planning & Supply Chain Management 4
21. Garments Finishing 1,2
22. Textile Spinning Machine (Preparatory) Operation 2
23. Textile Spinning Machine (Ring and Finishing) Operation 1,2
24. Textile Waving Machine Operation 2
25. CAD for Garments 4
26. Yarn Manufacturing Operation 2
27. Computerized Sweater Machine Operation 3
28. Mid Level Management 4
29. Basic of Woven Structure 2
30. Basic Techniques of Dyeing and Printing Operation 2
31. Computer Aided Design (CAD) for Textile 3
32. Fashion Design and Entrepreneurship 4
Construction Sector

1. Electrical Installation and Maintenance (C.C) P,1,2,3,4
2. Plumbing P, 1,2,3,4
3. Masonry 1,2,3,4
4. Rod Binding 1,2,3,4
5. Finishing Carpentry 1,2,3,4
6. Aluminium Fabrication 1,2,3,4
7. Scaffolding and Form Fitting 1,2,3
8. Quality Control for Construction Industry 4
9. Supply Chain Management for Construction 4
Industry
10. Project Management for Construction Industry 4
11. Steel Binding and Fabrication 2
12. CAD for Consrtuction-2D & 3D 3
13. Shuttering 1,2,3
14. Lift Installation and Maintenance 2,3,4
15. False Ceiling Making 1,2,3
16. Tiles and Marble Works 1,2,3
17. Grill Making 1,2,3
18. Building Painting 1,2,3
19. Crane and forklift Operation 2
20. Duct Fitting for Air-Conditioning and Ventilation 2
Jute Sector (Sector not yet formally constitutes)

Weaving Machine Operation 1,2
Spinning Machine Operation 1,2
Trainer, Assessor and Implementer

Teacher/ Trainer and Assessor 4
Master Trainer 5
Implementer 6
Work with the courses under NTVQF
NTVQF is the actual quality assurance system for TVET and providing skills assurance.
The Trainers, Assessors, Master Trainers and Implementers of TVET need to familiar as
well as works under NTVQF. Near future all the traditional courses under TVET will tune
and translate into NTVQF and will be implemented in all existing and upcoming TVET
institutes. For working with courses under NTVQF, one need to be certified at least one
level in National Skills Certificate (NSC) as well as CBT&A methodology level 4/5/6.
Following diagram illustrated the criteria for being an assessor, trainer, master trainer and
implementer of TVET under TVQF courses.
Trainer must be
Assessor must have Certified in one
SOA on 5 higher NTVQF Skills
Assessment and level Qualification
Associate UoCs
Trainer must be
Certified in
CBT&A
methodology
level-4 in
Trainers, 12 UoCs
Assessor must be
from Industry/
Assessors &
Organization Implementers
Qualification
Master Trainer
must be Certified in
CBT&A
methodology level-
4 and 5 in 20 UoCs
with option of
Trainers need taking 01 elective
Industrial Implementers must UoC
Experience be certified in 6
UoCs with option
of takiing 02
additional units
Figure 4 : Criteria for being an assessor, trainer, master trainer and

Code: implementer
Work effectively of TVET under
within Bangladesh NTVQF courses
Date developed Date of Revise Page 53 of
Beside the NSC certificate for being an assessor one must have statement of achievement
(SOA) certificate on five assessment related and associate unit of competencies. For being
a trainer one must receive certificate on 12 unit of competencies, for being a master trainer
one need to be certified in 8 additional unit of competencies including one optional unit.
On the other hand an implementer requires to certified in 6 UoCs with option of taking 02
additional units.
Self-Check 1.1-3
1. What is the name of web address from where we find the information of NTVQF
National Skill Certificate?
2. Write the available NSDA approved Skills Development Sectors name in

Bangladesh
3. Select the name of 06 most demanding occupations from 12 different sectors
4. What are the criteria for being an Assessor, Trainer, Master Trainer and
Implementer of TVET under NTVQF courses?
Answer key 1.1-3
Answer of question no 1:
Web address: http://www.btebcbt.gov.bd
The five most important NSDA approved skills development sectors are
1. Construction sector
2. IT sector
3. RMG –Textile Sector
4. Tourism and Hospitality Sectors
5. Agro Food Sector
6. Transport Sector
7. Furniture Sector
8. Pharmaceutical Sector
9. Ceramic Sector
10. Light Engineering Sector
11. Informal sector
12. Lather and Lather Goods Sector
The 06 most demanding occupations from different sectors are
a. Electrical Installation and Maintenance
b. Plumbing
c. IT support
d. Sewing Machine Operation
e. Welding
f. Cooking
Criteria for being an assessor, trainer, master trainer and implementer of TVET under
NTVQF courses:
For working with courses under NTVQF, one need to be certified at least one level in
National Skills Certificate (NSC) as well as CBT&A methodology level 4/5/6. Beside the
NSC certificate for being an assessor one must have statement of achievement (SOA)
certificate on five assessment related and associate unit of competencies. For being a
trainer one must receive certificate on 12 unit of competencies, for being a master trainer
one need to be certified in 8 additional unit of competencies including one optional unit.
On the other hand an implementer requires to certified in 6 UoCs with option of taking 02
additional units.
LEARNING OUTCOME 2: INTERPRET QUALITY ASSURANCE SYSTEM
2.2 Quality Assurance Manuals (QAMs) are identified and accessed
2.3 Course Accreditation documents (CAD) are identified and accessed.
CONTENTS:
1. Quality issues of TVET
2. Quality Assurance Manuals (QAM)
3. Course Accreditation documents (CAD)
CONDITIONS:
 Microphones
 Bond paper
METHODOLOGIES:
 Presentation
ASSESSMENT METHODS:
 Written test
 Demonstration
 Portfolio.
Learning Outcome 2
INTERPRET QUALITY ASSURANCE SYSTEM
Learning Steps Resources specific instructions
1.Traineewill ask the instructor about the 1.Instructor will provide the learning
materials to be used. materials in Module “Work effectively
within Bangladesh TVET Sector”
2.Read the Information sheet/s 2.Information Sheet 1.2-1
3.Completethe Self Checks & 3. Self Check1.2-1 and

answer sheets. Answer Sheet1.2-1
4.Complete Activity 4. Task Sheet No 1.2-1
Information Sheet 1.2 -1
Quality issues of TVET
Leaning objectives:
After reading this information sheet the trainee will be able to:
1. illustrate the quality issues in TVET
2. identify and interpret the components of Quality Assurance Manual (QAM) and
3. Interpret the parts of Course Accreditation Documents (CAD)
Quality issues in TVET may be varied in country to country and institute to institute for
different factors, context and environments. The common quality issues of traditional
TVET in Bangladesh are illustrated bellow as per the statement found in National Skill
Development Policy-2011
i. Current traditional TVET system has no nationally consistent approach to quality

assurance
ii. Traditional Qualifications are not based on standards that align with the occupations or
skill levels in industry
iii. Curriculum development is highly centralized, rigid and time consuming and not based
on need.
iv. Development of new courses, the expansion of high demand courses and the annulment
of obsolete courses do not always reflect as per market needs.
v. Existing traditional TVET and skills training system has problems with the quality,
relevance and scope of programs delivered
vi. Quality of graduates is inconsistent and is borne out by available data on graduate
employment outcomes.
vii. Lack of coordinated public sector delivery leads to duplication of programs, competition
for the same target group of learners, limited links between different training centres and
no clear picture of what training is being provided for which industry or occupation and
viii. Lack of strong and appropriate TVET governance
ix. Inadequate and unorganized as well as uncoordinated financing in skill development
system
x. Lack of resources and infrastructure
xi. Most of the traditional TVET teachers and trainers are not trained as well as not certified
xii. The recruitment rules and teacher’s selection system are mostly defective and time
consuming
QUALITY ASSURANCE MANUALS (QAM)
The National Skills Development Policy establishes the National Skills Quality Assurance
System (NSQAS) as one of the main mechanisms to ensure nationally consistent and high
quality training and assessment services for all learners trying to achieve nationally
recognised skills. The NSQAS is a comprehensive system that integrates and assures the
quality of all the components that produce individual competent in nationally recognised
skills.
According to the above NQAS following 5 component of Quality Assurance Manual

(QAM) are illustrated below.
1. Accreditation of Qualifications and Units of Competency on the National

Technical and Vocational Qualifications Framework
2. Registration of Training and Assessment Organizations / Centres
3. Accreditation of Training and Assessment Organization / Centres
4. Auditing of training organizations for compliance against quality standards through
regular monitoring and evaluation
5. Quality Assurance of BTEB through establishing the NSQAS by External Quality
Assurance Agency
To ensure the Quality of Training and assessment BTEB developed and implement a
Quality Assurance Manuals which is available in BTEB NTVQF website. The URL of the
Quality Assurance Manual is http://btebcbt.gov.bd/Utility/list_quality_assurance_manual
which is downloadable. Readers and users can download and use all the5 component of
the manual.
COURSE ACCREDITATION DOCUMENTS (CAD)
The Course Accreditation Document is the nationally recognised specification for the
courses. It provides the basis for the development of strategies for competency based
training and assessment by each accredited training establishment (College / Institute /
Training Centre) and describes essential course information.
This Course Accreditation Documents is prepared using the recommended format for the
development of courses to accredit / re-accredit of courses under the National Quality
Assurance Framework (NQAF) and for the registration of the accredited/re-accredited
courses/ qualifications under the National Technical and Vocational Qualifications
Framework (NTVQF). The document has three parts (A, B and C) which together form the
Course Accreditation Document.
Part A of the Course Accreditation Document provides information on the Course

Developer- Standard Setting Body, the Quality Assurance Body, and course classification
and accreditation information.
Part B of the Course Accreditation Document contains details of industry need, and the
rules and requirements under which the course may be structured, delivered and assessed.
Part C of the Course Accreditation Document includes the units of competency or modules
that are contained in the course.
The URL of the CAD is http://btebcbt.gov.bd/utility/list_accreditation_doc which contain
separate downloadable CAD for each occupation. Users are suggested to download and
use the required CAD as per requirement. For accreditation of courses as well as the
training organization under UNVQF one must be understood the process of course
accreditation. In addition of the CAD, BTEB use one self-evaluation form and a software
tools for measuring and evaluating the strength of the organization during the process of
accreditation. This makes the process easier and easy interpretable.
Self-Check 1.2-1
1. Mention 05 quality issues in TVET of Bangladesh
2. What are the component of Quality Assurance Manual(QAM)?

According to the above NQAS following 05 component of Quality Assurance
Manual (QAM) are illustrated below
3. What is Course Accreditation Document?
Answer Key 1.2-1
1. Mention 05 quality issues in TVET of Bangladesh

The common quality issues of traditional TVET in Bangladesh are-
a. Current traditional TVET system has no nationally consistent approach to
quality assurance
b. Traditional Qualifications are not based on standards that align with the
occupations or skill levels in industry
c. Curriculum development is highly centralized, rigid and time consuming and
not based on need.
d. Development of new courses, the expansion of high demand courses and the
annulment of obsolete courses do not always reflect as per market needs.
e. Existing traditional TVET and skills training system has problems with the
quality, relevance and scope of programs delivered
2. What are the component of Quality Assurance Manual(QAM)?

According to the above NQAS following 05 component of Quality Assurance
Manual (QAM) are illustrated below
a. Accreditation of Qualifications and Units of Competency on the National
Technical and Vocational Qualifications Framework
b. Registration of Training and Assessment Organizations / Centres
c. Accreditation of Training and Assessment Organization / Centres
d. Auditing of training organizations for compliance against quality standards
through regular monitoring and evaluation
e. Quality Assurance of BTEB through establishing the NSQAS by External
Quality Assurance Agency
3. What is Course Accreditation Document?
The Course Accreditation Document is the nationally recognised specification for

the courses. It provides the basis for the development of strategies for competency
based training and assessment by each accredited training establishment (College /
Institute / Training Centre) and describes essential course information
LEARNING OUTCOME 3: WORK WITHIN THE TRAINING ORGANISATION
1 TVET providers and development organizations are identified

2 Work is undertaken according to prevailing competency standards
3 Employee / staff relations systems are followed
4 Ethical and legal responsibilities are maintained according to the
5 Organisational policies and procedures
CONTENTS:
1. List of TVET providers and development organizations
2. Relevant Departments and/or Units
3. Employee / staff relations systems
4. Ethical and legal responsibilities
5. Organisational policies and procedures
CONDITIONS:
 Handouts or reference materials/books/ CBLMs on the above stated
 contents
 PCs/printers or laptop/printer with internet access
 Digital projector and Screen
 Bond paper
 Relevant learning materials
METHODOLOGIES:
 Presentation
ASSESSMENT METHODS:
 Written test
 Demonstration
 Portfolio.
Learning Outcome 3
WORK WITHIN THE TRAINING ORGANISATION
1. Trainee will ask the instructor about 1.Instructor will provide the learning
the materials to be used. materials in Module “Work
effectively within Bangladesh
TVET Sector”
3.CompletetheSelf Checks & 3. SelfCheck1.3-1 and

answer sheets. AnswerSheet1.3-1
List of TVET providers and development organizations

Before knowing the name of TVET providers it is essential to know the history of TVET
in Bangladesh. Following chapter provided a very brief evolution of TVET in Bangladesh.
Evolution of TVET in Bangladesh

TVET formally started its journey in this region specially in Bangladesh by introducing
technical training in 1865 at Rangpur technical school. Dhaka Survey School was
established in 1876 by Bengal Government adjacent West of present Sir Salimullah
Medical College and introduced 2 years Survey course there. Later, generous grants from
Nawab Ahsanullah, a renowned Muslim patron of Education and member of the Nawab
family of Dhaka, enabled it to expand as a full-fledged engineering school. In recognition
of this contribution, the school was renamed to Ahsanullah School of Engineering. In 1912
the school shifted to its present premises and introduced four year’s Overseer course on
Civil, Electrical and Mechanical Engineering. After the partition of India in 1947, it was
upgraded to Ahsanullah Engineering College, as a faculty of engineering under the
University of Dhaka, offering four-year bachelor's courses in civil engineering, electrical
engineering, mechanical engineering, chemical and metallurgical engineering in addition
to Overseer courses.
In 1952, Overseers started movement for service status, scope of promotion and higher
education. Based on their demand, their designation has been changed to ‘Sub-Assistant
Engineer’, name of the course changed to Licentiate in Civil Engineering (LCE),
Licentiate in Electrical Engineering (LEE) and Licentiate in Mechanical Engineering
(LME). In the field of service, their designation decided as Sub-Assistant Engineer (SAE).
Up to 1954 both the degree and overseers course run simultaneously in this college.
Due to the rapid industrialization in both east and west Pakistan in early 1955, Ford
Foundation established Dhaka Polytechnic Institute, with a duration of 3 years condensed
diploma in Engineering courses, based on the syllabus of Oklahoma State University,
USA.
On the other hand, Mirpur Technical Training Center was established in 1942 to train the
returnee from 2nd World War which is now in 2008 renamed as Bangladesh-Korea
Technical Training Center (BKTTC) renovated under the technical assistance of KOICA.
This is now an excellent center for providing vocational training in certificate level.
In 1960 the Directorate of technical Education was established for development of
technical and vocational education. In this period the operational area of Directorate of
technical Education was very limited to mainly the Diploma in Engineering courses in
Dhaka Polytechnic Institute. In the period of 1962-63, five technical Institute was
established in 5 different districts city area. In 1966 the number of Polytechnic and
technical institute became 16 for providing diploma in Engineering courses. Within the
period of 1965-66 35 vocational institutes were setup to provide 2 years ‘skill training in
different trade/certificate courses.
The Directorate of Technical Education initiated rapid development and expansion works
of degree, diploma and trade level technical education in the country. To cope up with
increasing magnitude of academic activities, the need for establishment of a “Statutory
Board” was keenly felt. A statutory body namely “The East Pakistan Technical Education
Board” was established through Act. No. 1 of 1967 of the then East Pakistan Assembly,
which is now Bangladesh Technical Education Board (BTEB). Thus the Bangladesh
Technical Education Board came into existence with the jurisdiction over the entire area of
Bangladesh to organize, supervise, regulate, control and develop technical and vocational
education. The Board in its present form became operative with effect from June 1969.
In 1979 the National Council for Skills Development and Training (NCSDT) was formed
in Bangladesh and introduce National Skill Standards (NSS) in 1985 (under the aegis of
NCSDT) in different vocational training institutes under ministry of education. The
duration of those trade courses was two years after passing class eight. One could also
leave the course after assessment and completion of one year with a skill trade certificate
in a particular trade. The name of the certificate was National Skill Standard-3(NSS-3).
One who completed the full two years training, after final examination he was awarded the
National skill standard-2 (NSS-2).These trade certificate courses also introduce in
Technical Training Center under ministry of labor and manpower. Once those courses run
by Technical Training Center were very standard and effective and a lot of quality trained
skill workforce came out from those courses. But unfortunately vocational institute then in
different sub-district level fail to run those courses due to non-popularity and non-
acceptance of these courses by the trainee and the society. As a result, under the fifth five-
year plan (1997-2002) the skill training courses were integrated with the mainstream
education system from 1997 and introduce SSC(VOC) and HSC(VOC) in the vocational
institutes. Later in 2005 all the government vocational institute was renamed as Technical
School and College (TSC).
Traditional National Skill Standard (NSS- Basic Trade) courses
Basic Trade Courses under BTEB are very popular vocational training courses in
Bangladesh. It is the Pre-NSS or basic level of National Skill Standard (NSS). According
to the Self-Supporting Evening Trade programme Manual of Dhaka Polytechnic Institute,
October, 1977, the evening trade programme introduced in Dhaka Polytechnic Institute
from January, 1976. The then first trade course was general mechanics with 2years
duration and the number of trainee was 93 though within July 1977, the total trainee
enrollment became 2391 in 30 different trade courses under 7 different engineering
departments. Dhaka Polytechnic administrative council was the certificate issuing
authority.
Later on after 1992 BTEB took the authority for controlling, evaluating and issuing
certificate of this program and integrated these courses with the National Skill Standard
(NSS). Initially duration of these courses under BTEB was 6 months and implemented
mainly by various technical training center under BMET and Polytechnic institute. Now
all the Basic Trade Courses are restructured as a 360 hours’ duration having the flexibility
to complete the course within 3 or 6 months.
Polytechnic institute run these courses at the evening shift as a part of self-financed short
courses program. Basic Trade Courses become more popular after introducing the
Computer and Information Technology courses in 5 different trades. Beside these BTEB
affiliated Basic trade courses, there are number of NGOs and International Development
partner like UCEP, MAWTS, Ahshania Mission, Muslim Aids, CPD and SUF under the
cooperation and guidance of Save the children also play important roles in the field of training
courses in certificate level from 3 or 6months to1-year duration. BKTTC under BMET also
provide One Year’s Skill Certificate Courses on 6 different trade including Electronics trade
which are affiliated with BTEB. To provide institution based vocational & technical
training in different employable trades a self-designed trade courses on Consumer
Electronics are also run by BKTTC. The duration of this course is 3 months where BMET
are the certificate issuing authority.
Now as per the annual report of BTEB of 2017-2018 the total institutions and number of
trade / technology / occupations in different relevant certificate and Diploma courses are
shown in following table1.
Sl. Course Name Duration No. of No. of Trade/

No Institution Tech/Occupations
1 National Skill Standard 360 hours 3040 97
(NSS- Basic trade) 3/6 months
2 National Skill Standard-3 (NSS-3) One year 06 14
3 National Skill Standard-2 (NSS-2) Two years 06 14
4 SSC (Vocational) Two years 2554 31
5 Dhakil (Vocational) Two years 298 31
6 HSC (Vocational) Two years 64 14
7. Diploma in Engineering/ 4 years 1253 61
Equivalent
8 Diploma in Technical Education 1 year 01 03
9 Diploma in Vocational Education 1 year 01 08
10 NTVQF 360 / 270 340 168
hours
per level
Major TVET courses under BTEB with duration, number of institute and No. of trade/
technology/ Occupations
Major TVET Providers in Bangladesh

There are a variety of government TVET providers in the country; indeed at least 23
ministries run various types of technical training providing short and long courses. Two of
the most significant ministries involved and which are associated with the projects are the
ministry of education (Directorate of Technical Education) and the ministry of expatriate
welfare and overseas employment (Bureau for Manpower Employment and Training). The
DTE runs a number of technical schools and colleges (TSCs) and Polytechnics while the
BMET operates numerous technical training centers (TTCs). According to the BTEB
annual report of 2017-2018, there are 9445 formal TVET institutes available in
Bangladesh. Tables 2indicate the number of institutions and kinds of programs delivered at
these institutions.
The most common courses available are secondary school certificate (vocational) – SSC
(Voc); Higher Secondary School Certificate (Vocational) – HSC (Voc) at the TSCs and
TTCs, as well as Diploma Engineering courses at the Polytechnic institutes. Many
institutions run a variety of short courses ranging from 3 to 6 months.
There are considerably more private sector short course institutions generally run
information technology related basic trade courses. The other courses are 6 months to 2
years duration certificate courses in various special trades or technology
Govt. TVET Institutions Private TVET institutions

 Polytechnic Institutes: 49  Polytechnic Institutes: 485
 Tech. School & College: 64  HSC (BM) Inst.1788
 Tech. Training Centre: 47  Secondary (Vocational) Schools: 2403
 Textile Institute: 7  Textile Institute: 152
 Agriculture Institute: 18  Fisheries:54
 Forestry Institute: 3  Diploma in Medical Ultra Sound :28
 Diploma in Engineering Naval and  Certificate in Medical Ultra sound:30
Army :04  Agriculture Institute :162
 Diploma in Livestock :02  Institute of Medical Technology: 231
 Marine Institute: 7+1=8  Certificate in Health Technology :223
 Textile Vocational Institute: 40  Others :135
 HSC (BM) Institute :03
 Diploma in Education :01
 Diploma in Vocational Education :01
Numbers of Private and Government Training Institutes
Table 3 and 4 indicates some of the courses available at the SSC (Voc) and HSC (Voc)
levels while Table 4 shows the 360 hours short courses available
SSC (Vocational) 31 trades

 Agro based food  General Mechanics
 Architectural Drafting with AutoCAD  Glass
 Automotive  Livestock bearing and farming
 Building Maintenance  Machine Tools Operation
 Ceramic  Mechanical Drafting with CAD
 Civil Construction  Knitting
 Civil Drafting with CAD  Patent Care Technique
 Computer & IT  Plumbing and Pipe Fitting
 Dress Making  Poultry Rearing & Farming
 Dying printing and finishing  Refrigeration & Air Conditioning
 Electrical Maintenance works  Shrimp culture and breading
 Firm Machinery  Waiving
 Fish Culture & Breeding  Welding & Fabrication
 Food Processing and preservation  Wood Working
 Fruits and Vegetable Cultivation  General Electronics
 General Electrical Works
Courses Available at Technical School and College , TTC and SSC Vocational Schools
HSC (Vocational) 14 trades

 Agro Machinery  Electronic Control and
 Automobile Communication
 Building Construction &Maintenance  Fish Culture & Breeding
 Clothing & Garments Finishing  Machine Tools Operation &
 Computer Operation & Maintenance Maintenance
 Drafting and Civil  Poultry Rearing & Farming
 Electrical Works & Maintenance  Refrigeration & Air Conditioning
 Welding & Fabrication
 Wood and Design
Courses Available at Technical School and College
There are 97 basic trade courses available under BTEB. The duration of the courses are
 Computer Office Application  General Electrical Mechanics
 Computer Programming  Refrigeration & Air-conditioning
 Database Programming  General Mechanics
 Web Design and Development  Machinist
 Graphic Design and Multimedia  Weaving
programming  Welding
 Hardware and Networking  Proficiency in English
 Aminship Communication
 Electrical House wiring  Driving cum Aeromechanics
 Plumbing & Pipe Fitting  Food processing & Preservation
 Arc and Gas Welding  Food and Beverage Production
 AutoCAD  Farm Machinery
 Audio-video System  Pattern Making, Cutting and
 Block Batik and Printing Grading
 Building and Architectural Drafting  Dress Making & Tailoring
with AutoCAD  General Electrician
 Certification in Beautician  General Electronics
 Carpentry  House keeping
 Drafting Civil  Industrial Sewing Machine
 PLC maintenance
 Radio and Television Servicing  Mobile Phone Servicing
 Mid Level Supervisor
 Certification in Screen Printing
360 hours. Table 5 highlighted some popular trade courses
Four years diploma in Engineering courses at the Polytechnic are the most important and
popular programmes in TVET. the existing available technologies are shown below
Four years diploma in Engineering courses affiliated by BTEB
TVET ORGANIZATION IN BANGLADESH
DTE (Directorate of technical Education)
 Automobile Technology  Food Technology

 Air Craft Maintenance ( Aerospace)  Power Technology
 Air Craft Maintenance ( Avionics )  Refrigeration & Air Conditioning
 Architecture Technology  Surveying Technology
 Architecture and Interior Design  Footwear Technology
 Ceramics Technology  Graphic Design
 Chemical Technology  Instrument and process Technology
 Civil Technology  Leather Technology
 Civil Wood Technology  Leather Product and Accessories
 Mechanical Technology  Marine Technology
 Electrical Technology  Ship Building Technology
 Electronics Technology  Surveying Technology
 Computer Technology  Telecommunication Technology
 Computer Science and Technology  Mechatronic Technology
 Data Communication and  Printing Technology
Networking  Mining and mine survey technology
 Construction  Glass Technology
 Graphic Arts Technology  Environment Technology
 Garment Technology
The Directorate of Technical Education (DTE) is the government agency under Technical
and Madrasha Education Division(TMED) of ministry of education, responsible for
human resource development (HRD) of the country specifically on Technical and
Vocational Education and Training (TVET).In 1960 the directorate of technical Education
was established for development of technical and vocational education. DTE initiated
rapid development and expansion works of degree, diploma and trade level technical
education. The vision of DTE is to development of human resource for the country,
achievement of the economic progress and advancement of living standard by the TVET.
The mission of DTE includes- Upgrade of technical education in 20% within 2020,
Introduce new technologies on the demand of the national and international job market,
Keeping role by alleviating poverty by achieving SDG through the technical education,
Building up the unemployed young people to be suitable self-employed through proper
technology, executing research on technical education, extension of TVET by establishing
of new institutions, inventing new techniques to ensure service, arrangements of trainings
for the officials and the stuffs to develop skill,
The other responsibilities includes taking initiatives to change and revise the existing
curriculum occasionally to be adopted with the change of the time, maintaining
communication and taking part in programs of international technical organizations,
offering assistance and consultation for the GOB to adapt strategies for the case of
technical education sector in the country.
BTEB (Bangladesh Technical Education Board)
Bangladesh Technical Education Board (BTEB) came into existence with the jurisdiction
over the entire area of Bangladesh to organize, supervise, regulate, control and develop
technical and vocational education by the technical Education act-1967 . The Board in its
present form became operative with effect from June, 1969. The purpose of BTEB
includes- develop and prescribe courses of all curriculums, arrange for development of
learning materials, grant recognition to education institutions offering its courses, prescribe
conditions governing admission of students, monitor the teaching-learning activities, hold,
conduct and regulate examination of affiliated institutions, and award diplomas and
certificates to the successful candidates. From 2012 BTEB got mandate to implement
NTVQF with the responsibilities include-developing competency standard, competency
based curriculum, affiliation &accreditation of courses and TVET institutes, monitoring
for quality control, assessment and certification of the trainees and assesses interested to
get recognition of prior learning. The Bangladesh Technical Education Board act-2018
passed in parliament given the above mandate including implementation of NTVQF in
Bangladesh.
Bureau of Non-formal Education (BNFE)

A Directorate was created in 1995 with the responsibility of execution of policy decisions
and plans relating to non-formal education. The Non-formal Education Programmes were
then implemented through (a) NGO run centre-based literacy programme. (b) total literacy
movement by the District/Thana administration. This directorate has been abolished and
started functioning as Bureau of Non-formal Education.
According to the article-3 of National Education Policy 2010, Non-formal education is a
complementary stream to the formal primary education system. Those children who cannot
be in the schools till 100% enrollment is ensured at the primary level or drop out of
primary education are supposed to receive some basic education or vocational training to
use their skills in real life situations through the non-formal schooling system. The
children and adolescents completing their non-formal education will be eligible for
admission in the appropriate class of primary education. In 2015 Bureau of Non-formal
Education act passed in the parliament with major responsibilities include to create
training provision for the persons of any age or students out of education from primary
level or existing workers require literacy and numeracy for enrolling in formal NTVQF
level-1.
UCEP (Underprivileged Children’s Educational Program)
UCEP is the biggest private sector TVET providers in Bangladesh runs 12 technical
school, is working with the distressed urban working children. Starting in 1972 at the
Dhaka University premises with only 60 students, it is now a hub of over 42 thousand
working children striving to inculcate marketable skills and provide employment support
service through general education and vocational training in close collaboration with
industries and employers throughout Bangladesh.
The main objective of UCEP programs is to improve the socio-economic status of the
urban poor and support industrial growth by generating skilled manpower. UCEP has
global reputation for its unique model of human resource development. UCEP's success
has enabled it to be listed twice in the UN ESCAP's "Compendium of Centers of
Excellence in HRD Research and Training". Last year its schools obtained the top four
positions in the country in SSC vocational examination.
Beside these lead TVET organizations the Bureau for Manpower Employment and
Training (BMET) provides a variety of SSC (VOC) courses at its TTCs as well as basic
trade courses and other courses specially designed for the overseas job market. For
example, they are training thousands of women as domestic helpers to work abroad in the
Middle East and elsewhere.
Some of the other government Ministries or Departments significantly engaged with
technical training like Ministry of Aviation and Tourism provide Courses in commercial
cooking, baking, front office, food and beverage service, housekeeping, airline
reservations and so on are offered by the National Hospitality and Tourism Training
Institute (NHTTI), Department of Social Welfare provide training courses on sewing,

livestock rearing, crop production, fish culture, knitting, electronics, refrigeration, garment
and computer etc. Department of Youth Development also have strong infrastructure and
capacities for providing training throughout the country especially in district level to train
the young men and women. They are basically work for training & encouraging
unemployed rural young people so that can be self-employed. Departments of Fisheries,
Agriculture, Jute etc. are also providing short training in their respective area. The other
NGOs working in Skills development activities through TVET are Save the Children,
BRAC, Dhaka Ahsania Mission, Muslim Aids etc.
Past and Recent Projects for skills Development
Recognizing the importance of TVET, a number of international donors and development
partners have put special emphasis on helping Bangladesh government and other TVET
providers in order to improve the sector. ILO’s TVET reforms project is in operation,
similar projects of ADB and World Bank are about to come. The TVET Reform Project
emphasizes on reviewing and strengthening policies; ensuring relevance and quality;
strengthening institutions; establishing linkages between public and private organizations
to enhance productivity and relevance to industry; ensuring access of underprivileged
groups. Hopefully, with these reforms in place more people will get employable skills and
earn through jobs or self-employment. On the private sector DFID (UK) and EKN
(Netherland) is already funding TVET programs of UCEP, training 5000 students every
year on 22 trades, CIDA (Canada) is now considering to fund. ILO & UCEP have
collaborated to train underprivileged children in several skills, which is now taught in
several UCEP technical schools
The NTVQF initiative is linked to human resource development and skill training which in
turn are linked to occupational standards that are identified in a systematic and transparent
manner in order to be acceptable to employment markets at home and abroad. The
formation of the National Council for Skills Development and Training (NCSDT) in 1979
and the introduction of National Skill Standards (NSS) in 1985 (under the aegis of
NCSDT) marked the first significant move towards a TVET system and qualifications that
were oriented to market needs.The turn of the century saw a sharp rise in the demand for
skilled labour in a globalizing market and concomitant needs for human resource
development at the national level. For example, one of the development objectives set in
the Fifth Five Year Plan (1997-2002) (Government of Bangladesh, 1997) was to enhance
the functional character of technical education and vocational training by making them
more job-oriented through constant and appropriate links with the employment market”.
Like most countries around the world, reforming education and particularly technical and
vocational education is part of poverty reduction as well as economic development.
The first Poverty Reduction Strategies Program (PRSP) (2004-08)
National Strategy for Accelerated Poverty Reduction pointed to: “the failure of the
education system, particularly the technical education and vocational training (TVET)
system, to cope with the demand for skills, both in terms of quality and quantity were will
be addressed by focusing on market driven skill formation” (Government of Bangladesh,
2007).The second PRSP (2009-11), titled Moving Ahead: National Accelerated Strategy
for Poverty Reduction II posits that: “The programmes in the second NSAPR will
supplement the efforts made in the first NSAPR to expand and diversify training facilities,
especially for women and upgrade and reorient the quality and content of vocational
training in general to cater to the emerging needs of the economy” (Government of
Bangladesh, 2008). It was in this context that a five-year project (20-07-12) was developed
and funded by the European Commission implemented by the International Labour Office
The project document refers to the World Bank study recommendation for “an urgent and
large-scale intervention in the way it [TVET] is organized, operates and responds to the
demands of large industry, informal economy, communities, and private individuals.” The
EC/ILO TVET Reform Project (ILO, 2007) had five components: Review and
strengthening of TVET policies, systems and legislation at central and decentralized
levels, Enhancing the flexibility, quality and relevance of TVET, Strengthening TVET
institutions through improving the knowledge and skills of managers and teachers,
Improving skills development which is seen as necessary for enhanced productivity and
competitiveness in key growth and export-oriented industries in the formal industrial
sector and Increasing access of underprivileged groups to TVET
TVET reform project by ILO

The TVET Reform Project is based on studies and reviews undertaken between 2000 and
2007. The European Commission (EC) provides financial support to the project, and the
International Labor Organization (ILO) in Bangladesh is responsible for implementation in
collaboration with the Government of Bangladesh (Ministry of Education). The aims of the
TVET Reform Project are twofold: first, to create more employment opportunities particularly
for the poor, in line with the National Strategy for Accelerated Poverty Reduction (NSAPR)
(Government of Bangladesh, 2008)2; secondly, to strengthen the economic competitiveness of
the national economy (ILO, 2007, p.7). The approach taken is to develop a competence-based
approach to education, skills and training. The national strategy stresses the expansion of
TVET opportunities at post-primary level, focusing on improving the employability and
income-level of adolescents, youth and adults (both males and females), child laborers, those
with low levels of literacy and those in rural areas (ILO, 2007). At the present time, under-
privileged youth and adults constitute the major part of the workforce in export-oriented
industries such as garments, light engineering, electronics, construction, services and transport
where they frequently under-perform or remain underemployed because they lack the required
skills.
Skills Development Project

The Skills Development Project addresses the gap between the skills that are being
provided at the training institutes and the requirements of the employers and the needs of
the market. SDC is supporting the Government of Bangladesh in the Skills Development
Project to cater to the critical vocational training needs, and hence to contribute to enhance
income and employment opportunities. The Skills Development Project works to
strengthen the capacity of the Technical Vocational Education and Training system by
making it more responsive, flexible, demand-driven, and inclusive towards serving the
disadvantaged population, specifically the poor and those who have not completed Class
VIII.
The project creates the necessary inter linkages between the technical vocational institutes,
the industries and the non-government agencies who are involved in providing technical
skills training and employment. The project
a) enhances the relevance of and access to Technical Vocational Education and Training
(TVET) programmes by developing competencies, standards, assessment tools, and
curriculum in partnership with industries in the ready-made garments (RMG), light
engineering, construction and informal sub sectors;
b) improves the capacity for good quality TVET delivery by strengthening the teacher’s
training and training delivery system. It focuses on decentralization by establishing eight
regional offices with teacher training cells;
c) increases the delivery of relevant skill training within specific sub sectors and in poor
communities. A Gender Action Plan is being implemented to mainstream gender within
the Skills Development system.
The project also works in collaboration with other ongoing initiatives of other agencies,
e.g. the European Commission (EC)-ILO TVET Reform project which focuses on TVET
policy reforms and the WB supported Skills and Training Enhancement Project (STEP).
The Market Responsive trade courses under Skills Development Project are Plumbing and
Pipe Fittings, Masonry and Rod Bindings, Welding and Fabrication, General Electrician.
Skills and Training Enhancement Project(STEP)
The project development objective is to strengthen selected public and private training
institutions to improve training quality, and employability of trainees, including those from
disadvantaged socio-economic backgrounds. The specific objectives of the project are to:
1. To enhance quality and relevance of technical and vocational education and training
as a part of meeting the strategic options of the poverty reduction agenda of the
government;
2. To strengthen the overall Technical and Vocational Education and Training (TVET)
system through (a) direct start-up and operational support to Industry Skills Councils
(ISC) and the National Skills Development Council and (b) support to SSC
(Vocational) Schools,
3. To strengthen the capacity of key institutions (DTE, BTEB and BMET) which play
important role in the management and quality assurance of TVET sector; and
4. To establish a project management and implementation structure, implement
communication strategy and undertake monitoring and evaluation.
B-SEP (Bangladesh Skills for Employment and Productivity )

The Bangladesh Skills for Employment and Productivity (B-SEP) Project is an initiative of
the Government of Bangladesh (GoB) funded by the Government of Canada and executed
by the International Labor Organization (ILO) with support from the GoB. The project
aims to accelerate the current efforts being undertaken by other organisations, donors and
government to make skills in Bangladesh nationally-recognized, accessible to all, higher
quality and directly linked to jobs. The B-SEP project is focusing on five industry sectors;
agro-food processing, tourism, pharmaceuticals, ceramics, and furniture manufacturing,
working through four interrelated components:
1. Institutional capacity development:

Supporting the National Skills Development Council to implement the National Skills
Development Policy, including developing a national human resources fund,
enhancing the TVET data system to better understand the supply and demand of skills
and raising the profile of skills. The activities domain includes-49 Government
Polytechnics and 64 TSCs in Bangladesh to become Registered Training and
Assessment Centres,64 TSCs get approval to start delivering contract training to
industry ,ILO supports development of National Human Resources Development
Fund, Second governance training held in Sylhet and First governance training held in
Comilla
2. Standard setting, training, assessment and certification:
Expanding the availability of new NTVQF programmes and supporting the adoption of
new quality assurance guidelines among TVET institutions, including involving
industry in the development and delivery of new competency based programmes,
providing training to workplace-based and institution-based trainers and assessors and
enhancing the capacity of key government agencies to support regulation and
implementation of new NTVQF courses.
3. Industry skills development:
Increase engagement of industry in the skills system by establishing and supporting
five new Industry Skills Councils, expanding the scope and nature of workplace
learning and productivity enhancement programmes and expanding apprenticeship
programmes in both the formal and informal sectors.
4. Promoting equitable access to skills:

Increase access to skills and jobs for disadvantaged groups through the development
and delivery of technical, supervisory and entrepreneurial skills for women and people
with disabilities as well as supporting employment in green jobs.
Relevant Departments and/or Units

TVET system in Bangladesh comprise and organized with three types of organizations
like the workforce suppliers responsible for process and supply the TVET graduates, The
consumers, industries or employers responsible to employ the graduates and finally the
controlling authority like BTEB, NSDA and ISCs responsible for standardization,
certification and coordination the TVET and skills development activities.
The workforce suppliers like the education and training organization under Directorate of
Technical Education (DTE) , BMET , different training organization under 22 ministries,
the training providers and private training institutes / NGOs are arrange necessary inputs
require for providing training, admitted students or trainees, , deliver the learning,
teaching activities and assess the students / trainee under the regulation and guidance of
the controlling authority.
From the demand side industries provide input in standard and curriculum development,
participate in assessment and employ the graduates
The controlling authorities are responsible for developing quality competency standard
and curriculum, monitoring and evaluation of quality delivery of teaching learning and
quality assessment and certifications.
Functions of TVET Organizations and stakeholders in Bangladesh
Industry NSDC/ NSDA (Apex Body)

Skills Policy and Act Formulation , Bring All Skill
Councils Development, Stakeholders in a Unique Platform,
Coordinate All Stakeholders, Constitute ISCs,
Plan & Determine National Demand of Skill Institutions of TMED-
Workforce , Direct, Control and supervise the DTE
Implementation of NTVQF and Evaluating
Professional Quality Assurance of Skill Development
Organization Training Org. of
MOEWE-BMET
BTEB
Developing Curriculum / CS Training Org. of Other
Affiliation & Accreditation of 22 Ministries
Courses and TVET institutes,
Industries/ Monitoring for Quality Private Training Org. /
Employers Control, Assessment and Training Providers/
Certification A2I NGOs
Demand Coordination, Standardization and Controlling, Process and Supply
Figure 5: TVET providers in Bangladesh
Three Type of TVET organizations and stakeholders are working for workforce
development in Bangladesh.
i) The Demand side – Industries/ Employers, Professional Organizations and the
Industry Skills Councils
ii) The standardization , coordination and controlling authority like BTEB and
NSDA by acts and also Access to Information (A2I) for accelerating and bridging
the activities.
iii) The supply Side - Institutions of TMED-DTE , Technical Training Centre of
BMET under MOEWE, Training organizations of other 22 ministries/
Departments and the private Training organizations or training providers and
NGOs
Employee / staff relations systems
The term 'employee staff relations' refers to a organization’s efforts to manage

relationships between employers and employees/staff. Employee relations programs focus
on issues affecting employees, such as pay and benefits, supporting work-life balance, and
safe working conditions.
Employee / staff good relations create value to the authorities and management.
Academic staff in TVET institute would benefit from knowing the factors affect their
jobs environment. Socialisation and values to others and loyalty to the good employers has
a profound influence. Employee Relations helps create and maintain happy,
productive employees that get along with one another. For building good relationship
among employee / staff in TVET institutions following points should be practice in
workplace
1. Identify relationship needs and develop people skills.
2. Schedule time to build relationships and appreciate others
3. Be positive and manage the boundaries
4. Avoid gossiping
5. Consult on new and existing policies and create benefits packages for the staff
6. Own the organization and act as a member of the team
7. Negotiate and comply with laws and procedures of the organization
Ethical and legal responsibilities
An ethical teacher/ trainer / implementers is guided by a set of beliefs that leads to

attitudes and actions focused on what's best for the trainee/ students and employees.
The professional ethics will enlighten the trainer / teachers that they have a major role
in bringing desirable changes in the behavior of the trainee / students. It also helps the
teachers to understand their profession as a teacher. Their role is not just to become
supreme and authoritarian in front of their trainee/ students and colleagues but
teachers are special section of society. They are responsible for the education and
training of society's youth. They are also responsible for ensuring that the students
within their care are found within the most positive, safe and encouraging learning
environment possible.
The responsibility of a trainer is to develop competency and skill sets in an individual
to perform his/her job effectively and efficiently in the work place. The trainer should
communicate to the trainees about what is expected out of training in a simple and
professional way.
Ethical and legal responsibilities of a teacher / trainers includes
i) Undertake training and qualified for the tasks
ii) Facilitate trainees for best effective learning
iii) Provide induction and supervision
iv) Provide appraisal to Curriculum standard
v) Monitors progress, mentors and guides
vi) Assess , provide feedback and validate assessment and
vii) Reports on progress
Organizational policies and procedures

Policies and procedures are designed to influence and determine all major decisions and
actions, and all activities take place within the boundaries set by them. Procedures are the
specific methods employed to express policies in action in day-to-day operations of the
organization.. Policies and procedures provide a roadmap for day-to-day operations. They
ensure compliance with laws and regulations, give guidance for decision-making, and
streamline internal processes
Development partners working in Bangladesh

The main development partners in Bangladesh working for TVET and skills development
in Bangladesh are International Labour Organization (ILO), Canada, European Union
(EU),Swiss Contact, World Bank , Asian Development Bank (ADB) and Islamic
Development Bank (IDB). The other development partners working for TVET
development in Bangladesh are KOICA, JAICA, GIZ .
Self-Check 1.3-1
1. Write down the name of five TVET providers
2. State the role of DTE in Technical Education
3. Distinguish the responsibility of BTEB and NSDA
4. Write the name of 5 Skills development project of Bangladesh
5. Who are the development partner of Bangladesh ?
Answer Key 1.3-1
1. Write down the name of five TVET providers
a. DTE (Directorate of technical Education)
b. BTEB (Bangladesh Technical Education Board)
c. Bureau of Non-formal Education (BNFE)
d. UCEP (Underprivileged Children’s Educational Program)
e. TVET reform project by ILO
2. State the role of DTE in Technical Education

The Directorate of Technical Education (DTE) is the government agency under
Technical and Madrasha Education Division(TMED) of ministry of education,
responsible for human resource development (HRD) of the country specifically on
Technical and Vocational Education and Training (TVET).
The responsibilities includes administered the Polytechnic, TSC and Engineering
Colleges under ministry of education. The other responsibilities includes plan and
organize development of TVET in Bangladesh. It also includes -taking initiatives to
change and revise the existing curriculum occasionally to be adopted with the change
of the time, maintaining communication and taking part in programs of international
technical organizations, offering assistance and consultation for the GOB to adapt
strategies for the case of technical education sector in the country.
3. Distinguish the responsibility of BTEB and NSDA

BTEB’s responsibilities includes developing curriculum / competency standard ,
affiliation & accreditation of courses and TVET institutes, monitoring for quality
control, assessment and certification.
On the other hand NSDA’s responsibilities includes formulation of policy and act ,
bring all skill development stakeholders in a unique platform, coordinate all
stakeholders, constitute ISCs, plan & determine national demand of skill workforce
, direct, control and supervise the implementation of NTVQF and evaluating
quality assurance of skill development
4. Write the name of 5 Skills development project of Bangladesh
(a) TVET Reform project
(b) (b)Skills Development Project
(c) (c) STEP B-SEP
( d) SEIP
( e) Skills-21
5. Who are the development partner of Bangladesh ?

The main development partners in Bangladesh working for TVET and skills
development in Bangladesh are International Labour Organization (ILO), Canada,
European Union (EU),Swiss Contact, World Bank , Asian Development Bank
(ADB) and Islamic Development Bank (IDB). The other development partners
working for TVET development in Bangladesh are KOICA, JAICA, GIZ
LEARNING OUTCOME 4: MANGE WORK RELATIONSHIPS WITH
COLLEAGUES AND CLIENTS
1.
Work is planned and undertaken in collaborative way with colleagues
2.
Information and ideas are shared and worked together on agreed outcomes.
3.
Feedback from clients and colleagues are obtained, evaluated and acted.
4.
Clients and their needs and expectations are identified through effective
communication.
CONTENTS:
1. Collaborative work plan with colleagues

2. Information and idea sharing and working together
3. Feedback from clients and colleagues
4. Clients needs and expectations of the clients
CONDITIONS:
 Microphones
 Bond paper
METHODOLOGIES:
 Presentation
ASSESSMENT METHODS:
 Written test
 Demonstration
 Portfolio.
Learning Outcome 4
MANGE WORK RELATIONSHIPS WITH COLLEAGUES AND CLIENTS
TVET Sector”
3.CompletetheSelf Checks & 3. SelfCheck1.4-1 and

COLLABORATIVE WORK PLAN WITH COLLEAGUES
Workplace Issues
Technical vocational training and education (TVET) institutions face issues
concerning to maintain work practice; maintain the quality of employees and ensure
the client focus approach. Workplace issues such as planning and prioritizing of
works, following organizational guidelines on workloads, maintaining relevant
technological skills and employees relationship, managing work and professional
relationship are just a few of those. Some important workplace issues regarding work
and work relationship management, which will eventually increase the efficiency of
the institutes and ensuring client focus approach are discussed below. To work in a
TVET organization the teachers and the TVET implementers needs to ensure that they
can manage work and work relationships properly, that includes:
i) Collaborative work plan with colleagues

ii) information and idea sharing
iii) Feedback from clients and colleagues
iv) Clients needs and expectations
Collaborative work plan with colleagues
In order to achieve the work outcomes that a teacher has agreed to and that are
expected of him, he must plan, prioritize and organize his work. The ability to
manage work tasks, timelines and priorities are the employability skills and can be
applied to time management, project management, resource allocation and research
skills. The skills related to plan, prioritize and organize the works are mentioned
below.
Time management ·  To meet time-based requirements and dead lines
skills  To identify and adjust high and low priority tasks
·
 To use time effectively i.e. prevent irrelevant issues or
distractions from internal and external interference
·
 To allocate appropriate amounts of time to complete
· own work
 To complete tasks assigned to you within agreed
· timelines
Project  To manage multiple tasks and resources simultaneously
management
skills
Resource allocation  To determine project requirements by breaking them down
skills into tasks and identifying the equipment, materials and
people needed
 To take advantage of available resources
 To complete work tasks efficiently
Research skills  To collect, analyze and organize information to inform
the subsequent work practices and processes
To work effectively in a training and/or assessment organization, one must

continually assess and re-assess his workload and seek guidance and support when
work issues arise, especially those related to time pressures, work overload,
competing demands, unexpected contingencies, technology problems and the
relations with other personnel including the clients.
Information and idea sharing

In order to work effectively in a training and/or assessment organization, one need
to work collaboratively with colleagues by: sharing information and ideas; and
working together to achieve work outcomes.
Team building is one of the vital requirements to work effectively in a team.
Teamwork becomes effective when all the team members work together. This
involves being committed to the team goals, cooperating and communicating with
each other, trusting and supporting each other and being flexible.
Commitment means agreeing with the team goals; considering its outcomes and
timeframes. If a member of the team doesn’t agree with this, it can impact on the
effectiveness of the team and perhaps on the outcomes for learners or the
timeframes for a project.
Members of teams often have different skills and knowledge. For effective and
productive work outcome team members can share ideas and learn from each other;
people may be able to do the tasks they are most comfortable or familiar with; or they
may be able to stretch themselves to do tasks they are less comfortable with ifthey have
support and guidance from others. Communication is invaluable in a team
environment. For example, it may enable a problem to be solved before it becomes too
difficult, and tasks and goals can be clarified so that the work schedules and demands
of team members are on track.
CBLM_WorkEffectivelyWithinBangladeshTVETSector_5Sep 2012_V1 Page9494of5

7
Feedback from clients and colleagues
Ability to manage work relationships and seek feedback on professional performance is an

essential skill for everyone involved in training and assessment services. For getting
effective feedback management skills as well as professional relationships are two
important attributes for the teachers/ trainers. To evaluate and act upon the feedback from
colleagues and clients may include:
 Colleagues from within the training and/or assessment organization

 Colleagues from other training and/or assessment organizations
 Clients from enterprises and industry sectors
 Clients from government departments, agencies and other external organizations
 Individual learners, employees, apprentices and trainees; and
 Candidates for assessment
Clients needs and expectations
A teacher / trainer and implementer in TVET institute needs to demonstrate a client-

focused approach to the work, and this involves:
 ensuring the needs and expectations of clients
 developing effective communication strategies to maintain client relationships;
and
 developing processes to evaluate and improve client satisfaction
The clients of a TVET organization / institute can be

 individual learners,
 students,
 apprentices,
 trainees,
 candidates for assessment,
 enterprise or industry,
 other parts of the training and/or assessment organization,
 government departments or agencies
It is also important to know what the needs and expectations of the clients. Clients of
TVET have a wide variety of needs and expectations, and these include:
 a focus on individual learner objectives, such as:
 new skills,
 specific competencies,
 target qualifications,
 new career,

7
 career advancement ,
 improved language skills,
 literacy and numeracy skills,
 client-centered approaches;
 preferences for particular learning styles;
 individualized learning support systems;
 individualized organizational training; and
 information and advice on
 courses,
 learning programs,
 qualifications and
 assessment
While the teacher / trainer / implementer work within the operational limits of the
training and/or assessment organisation, and these limits can include:
 the level of responsibility,
 autonomy and classification;
 staffing resource limitations;
 physical environment limitations;
 cost, time and scheduling difficulties; and
 OHS issues considerations and implications

7
Self-Check 1.4-1
1. What are the workplace issues a teacher needs to maintain to work efficiently?
2. What are the key points of time management skills?
3. What are the client focus approaches of TVET teachers?
4. Who are the clients in TVET institute?

7
Answer Key 1.4.1
1. A teacher needs to maintain the below listed workplace issues to work efficiently:
 planning, prioritizing and organizing your work;
 working collaboratively with colleagues;
 seeking feedback on work-management skills and professional
relationships, and
 adopting client focus approach
2. Key points of time management skills are as below:

o ability to meet time-based requirements and deadlines
o ability to identify and adjust high and low priority tasks
o ability to use time effectively (i.e. prevent irrelevant issues or distractions
from interfering with the completion of your work)
o ability to allocate appropriate amounts of time to complete the work
o ability to complete tasks assigned to you within agreed timelines
3. A teacher in TVET institute needs to demonstrate a client-focused approach to

your work, and this will involve:
a) ensuring the needs and expectations of clients form the basis for your work
practices;
b) developing effective communication strategies to maintain client
relationships; and
c) developing processes to evaluate and improve client satisfaction
4. In a TVET institute client can be

o individual learners, students, apprentices, trainees
o candidates for assessment
o enterprise or industry
o other parts of the training and/or assessment organization
o Government departments or agencies

7
LEARNING OUTCOME 5: ASSIST LEARNER TO DEVELOP COMPETENCY
AS PER NEEDS AND INTERESTS
1. Information are provided to the learners about how their competencies relate to job
profiles, educational and training pathway
2. Training requirements and employment opportunities are explained
3. Learner confidentiality is maintained according to organizational policies and
procedures
CONTENTS:
1. Job profiles and educational and training pathway

2. Training requirements and employment opportunities
3. Learner confidentiality
CONDITIONS:

 Microphones
 Bond paper
METHODOLOGIES:
 Presentation
ASSESSMENT METHODS:
 Written test
 Demonstration
 Portfolio.

7
Learning Outcome 5
ASSIST LEARNER TO DEVELOP COMPETENCY AS PER NEEDS AND
INTERESTS
TVET Sector”
3.Complete the Self Checks & 3. Self-Check 1.5-1 and

CBLM_WorkEffectivelyWithinBangladeshTVETSector_5Sep 2012_V1 Page100100of

57
Job profiles and educational and training pathway for trainee/

learner
A job profile developed by the personnel department of a business or a industry or any

organization might include such things as job responsibilities, required qualifications,
advancement prospects, and the initial pay or salary associated with the position.
According to the definition of business dictionary. Job profile is a description of a
particular work function that includes the elements deemed necessary to perform the
post effectively.
On the other hand educational and training pathway refers to the specific courses,
academic programs, and learning experiences /opportunities that individual students/
trainee can be completed offered by any education institutes / community or
workplace based organization that allow students or trainee to earn qualification
credit and satisfy graduation requirements.
However for determining the needs and expectations of a trainee / learner, it is very
important to know the job profile as well as the suitable training / learning pathway
for the trainee. It is also important for supporting the learners for identifying
whether the trainee require additional support to enhance their knowledge , skills
and attitude. Following figure shows the education and training system in
Bangladesh with existing education pathway consisting qualification name, usual
age of achieving the qualification level. Needed year of schooling, name of the
award such as certificate / diploma / degree and the job class including National
Technical Vocational Qualification Framework (NTVQF) levels from pre vocational
to level 6. The equivalent other higher levels of national qualification framework
and the job class are under development and yet not finalized.

57
Figure 6 :Educational and training pathway for trainee/ learner in Bangladesh in
different aspect

57
The pathway for achieving NTVQF certificate are shown below. Any interested person
completed primary education of class VIII can be enrolled in NTVQF courses. There are
hundreds of occupations available under different sectors in different NTVQF levels for
training and assessment in Bangladesh. BTEB in support of ISCs identified and
approved those occupational standards for CBT&A. The figure shown below
demonstrated the training, assessment and certification pathway for upcoming or existing
workforce.
Education and Training system in Bangladesh after introducing NTVQF from 2012
PhD
Master Degree
Post Graduate diploma / Certificate
Bachelor Degree
NTVQF-6
Technical Education(Diploma)
NTVQF-6, Diploma
HSC Year 12 Vocational Education, NTVQF-5
NTVQF-5 HSC(VOC/BM)Year 12
SSC Year 11 Vocational Education, NTVQF-4
HSC(VOC) year 11
SSC Year 10 Vocational Education, NTVQF-3

SSC(VOC) Year 10
Vocational Education, NTVQF-2
SSC Year 09 SSC(VOC) Year 9
Vocational Education, NTVQF-1
Bangladesh
Year 1 to Year 8 (Primary Education)
Figure 7: National Technical Vocational Qualification pathway with education system
The pathway for achieving the 4 years diploma courses like diploma in Engineering,
diploma in agriculture, medical , textile, forestry, fisheries or it’s equivalent diploma are
demonstrated below.
Figure 8: Educational pathway for the learner who want to achieve the diploma in
Engineering in Bangladesh

57
Entry requirement for Diploma in Engineering courses in Bangladesh
HSC(Voc)
S
S
SSC( Science) E S E S
M E M E
SSC(Com) E M SEMESTER 5 M
E to
S E E
S SEMESTER 7
SSC(Hum) T S S
T
E T T
Dhakhil E
R E E
R
- R R
-
Dhakhil(Voc) 1 - -
4
3 8
SSC(Voc)
HSC(Science)
O level
Figure 9: Entry requirement for diploma in Engineering
Duration of the Diploma Engineering Course

SSC(BOU)
For SSC or equivalent Students : 4 years
For HSC(Science) Students : 3 years
For HSC (VOC) Students : 2.5 years
Total Year of Schooling : 14 or
more than years
These processes should include in discussions with the trainees / learners. The trainer or
facilitators need to analysis of the career pathway and provide appropriate information to
the trainee so that students / trainee motivated towards TVET courses and realize the
prospect of skill person rather than a unskilled certificate holder.
The TVET trainer/ implanters also need to provide support to the disadvantage learner.
So the trainer also need to be aware about the establishment of inclusive learning and
training environment. For identifying additional support requirement involves some
special consideration like the cultural, language, literacy, numeracy and disability of the
trainee. The following processes reveal the way in which one can identify and respond to
any additional support needs for the trainees.
Teachers’ roles and requirements
One of the important role and responsibility of a teacher or trainer in TVET system is
to support the learner to enhance his career as well as the job profile. Counseling and
advising the students/ trainees about educational and training pathway is one of

57
the most important role of teacher or trainer . To be able to support learners, a teacher
will need to:
 Know about the learner, including why they are doing the training and/or
assessment
 Help learners to plan their learning
 Describe qualification pathways
 Take the initiative to generate and encourage communication
 Advise learners about the availability of the assigned teacher/ trainer for
contact, including any limits and how the teacher / trainer can be contacted,
for example, by phone or email or social media to keep in touch with him.
 Help learners to monitor their learning progress
 Link the learning output or outcome to learners ’experience
 Give effective feedback
 Motivate learners to keep them life long learning and
 Encourage learners to learn from each other

57
Training requirements and employment opportunities
A training program allows one to strengthen those skills that each employee needs to
improve. A development program brings all employees to a higher level so they all have
similar skills and knowledge. This helps reduce any weak links within the company who
rely heavily on others to complete basic work tasks.
The productivity of our existing working workforce is still very poor. On the other hand
the upcoming workforce graduated from educational institute are also have significant
skills gap and cannot come out with enough competency and usually not ready to work
instantly.
Bangladesh is now enjoying the least dependency ratio and most of the population is in
working age stage and it will continue up to 2030. We need to utilize this golden
opportunity. For this we have no other alternative than produce sustainable work ready
flexible workforce for not only mitigate the domestic need but for taken the advantages of
workforce shortage worldwide specially in Europe, Japan and other developed countries.
As the local employment is limited in Bangladesh and there is potential opportunity for the
skilled workers in different countries, TVET can play a vital role in producing high quality
workforce for the overseas labour market. About 51% of the total Bangladeshi workforce
in various countries particularly in the Middle Eastern countries and Malaysia are unskilled
or less-skilled workers. They have very little or no educational background and have not
received any kind of training. There has been noticeable mismatch in supply and demand
of manpower resources across the countries and regions in different categories of
occupations and skills. Demand for skilled manpower in different trades is increasing in
the world employment market. The benefits can be derived only if a skilled labour force is
available to face competitiveness in the world market. Bangladesh can enhance the skills
of the labour force providing them with appropriate education and training to achieve
further success in global employment market through achieving the international
accreditation of TVET.
Learner confidentiality
Learners confidentiality is the requirement for keeping information confidential or secret
for any students or trainee during his training and here after. It includes do not disclose any
personal information without his own/ guardians permission. It also includes requirement
that information may not be shared with 3rd parties without a parent's or eligible students
consent. Violation of this principle may result unethical and may impose criminal and civil
penalties as well as penalties imposed by the local department of education. For
maintaining learners confidentiality following points may followed by the TVET trainer /
implementer.
1. Know the rules, regulation and laws that govern the use of confidentiality
2. Don't ever speak / gossip about students around 3rd parties. If need to speak any
related issues use generic names so that particular learners name cannot be
disclosed

57
3. Don't ever look at student confidential information on the computer or paper during
class and when students are in the room
4. Establish separate computers or accounts for student use of the computer and
5. Don't ever throw out confidential papers in the garbage. Never rip up papers by
hand. Always shred papers or use an ID so no one can read those confidential
papers
Self-Check1.5-1
1. What is Job Profile? Who is responsible to develop the job profile?
2. What is meant by training pathway?
3. What are the levels and entry qualification in the training pathway under
qualification framework in Bangladesh
4. What is the minimum year of schooling for completion of Diploma in Engineering

courses?
5. What are the teachers roles for career development of a learner / trainee ?
6. Why training is essential for the existing workforce of Bangladesh?
7. How learner’s confidentiality can be maintained?

57
Answer Key 1.5-1
1. What is Job Profile? Who is responsible to develop the job profile?
Job profile is a description of a particular work function that includes the elements
deemed necessary to perform the post effectively. A job profile developed by the
personnel department of a business or a industry or any organization.
2. What is meant by training pathway?
Training pathway refers to the specific courses, academic programs, and learning
experiences /opportunities that individual students/ trainee can be completed
offered by any education institutes / community or workplace based organization
that allow students or trainee to earn qualification credit and satisfy graduation
requirements.
3. What are the levels and entry qualification in the training pathway under
qualification framework in Bangladesh
The pathway for achieving NTVQF certificate , any interested person completed
primary education of class VIII can be enrolled in NTVQF courses. There are
hundreds of occupations available under different sectors in different NTVQF
levels for training and assessment in Bangladesh. BTEB in support of ISCs
identified and approved those occupational standards for CBT&A. The person who
have no literacy or numeracy but skills in any level of any occupation can also
enroll in prevocational level of qualification framework
4. What is the minimum year of schooling for completion of Diploma in Engineering
courses?
The minimum year of schooling for completion of Diploma in Engineering courses is
14 years
5. What are the teachers roles for career development of a learner / trainee ?
One of the important role and responsibility of a teacher or trainer in TVET system is
to support the learner to enhance his career as well as the job profile. Counseling and
advising the students/ trainees about educational and training pathway is one of the
most important role of teacher or trainer . To be able to support learners, a teacher
will need to:
 Know about the learner, including why they are doing the training and/or
assessment
 Help learners to plan their learning
 Describe qualification pathways
 Take the initiative to generate and encourage communication
 Advise learners about the availability of the assigned teacher/ trainer for
contact, including any limits and how the teacher / trainer can be contacted, for
example, by phone or email or social media to keep in touch with him.
 Help learners to monitor their learning progress
 Link the learning output or outcome to learners ’experience
 Give effective feedback
 Motivate learners to keep them life long learning and
 Encourage learners to learn from each other
6. Why training is essential for the existing workforce of Bangladesh?
The productivity of our existing working workforce is still very poor. On the other hand
the upcoming workforce graduated from educational institute are also have significant
skills gap and cannot come out with enough competency and usually not ready to work
instantly. Training allows one to strengthen those skills that each employee needs to
improve. Training also provide confidence to the workers for higher skills and
productivity.
7. How learner’s confidentiality can be maintained?
a. For maintaining learners confidentiality following points need to be followed by the

TVET trainer / implementer.
b. Know the rules, regulation and laws that govern the use of confidentiality
c. Don't ever speak / gossip about students around 3rd parties. If need to speak any
related issues use generic names so that particular learners name cannot be disclosed
d. Don't ever look at student confidential information on the computer or paper during
class and when students are in the room
e. Establish separate computers or accounts for student use of the computer and
f. Don't ever throw out confidential papers in the garbage. Never rip up papers by hand.
Always shred papers or use an ID so no one can read those confidential papers
Review of Competency
Below is your performance criteria checklist for the module of Developing Competency
Based Assessment Tools
Performance Criteria YES NO

1.1 TVET terminologies are listed and defined.
1.2 Relevant policies and laws are accessed and interpreted.
1.3 Courses and curriculum documents of TVET systems are accessed
and identified.
1.4 Work practices are applied in line with policy framework.
2.2 Quality Assurance Manuals (QAMs) are identified and accessed.
2.3 Course Accreditation documents (CAD) are identified and
accessed.
3.1 TVET providers and development organizations
3.2 Work is undertaken according to prevailing competency standards
3.3 Employee / staff relations systems are followed
3.4 Ethical and legal responsibilities are maintained according to the
organisational policies and procedures
4.1 Work is planned and undertaken in collaborative way with
colleagues.
4.2 Information and ideas are shared and worked together on agreed
outcomes.
4.3 Feedback from clients and colleagues are obtained, evaluated and
acted.
4.4 Clients and their needs and expectations are identified through
effective communication.
5.1 Information are provided to the learners about how their
competencies relate to job profiles, educational and training
pathway.
5.2 Training requirements and employment opportunities are
explained.
5.3 Learner confidentiality is maintained according to organizational
policies and procedures.
I now feel ready to undertake my formal competency assessment

Signature of trainee:
(Name: …………………………….)
Date: ………………
References
1. ILO, (2012). Design Competency Based Assessment
2. Department of Education and Training, (2002).Guidelines for Competency Based
Assessment in the vocational education and training sector: Western Australia
3. Ms. K.V Aguilar et.al, (2010). Planning Training Session
4. Department of Education and Training, (1999). Everyone’s Guide to Designing
Assessment Activities: New South Wales, Australia.
5. Aguilar, Katherine Amor. Develop Competency Assessment Tools
6. Bangladesh Technical Education Board, (2012). Competency Assessment Tool:
Dhaka, Bangladesh
7. TESDA-CACO (2012). Enhancement Training on Assessment Methodology
8. Center on Education and Training for Employment, (2006). Assessment Student
Performance, Ohio State University
9. Management of Competency Based Training and Education, Dr. B. L. Gupta
10. History of BUET , 10 September 2019, Abdul Gofran, Chairman, Study & Research
Cell, IDEB
11. Methods of Assessment. Retrieved July 25, 2012 from
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as5relia.htm
12. Vocational Directorate, (2014). Developing Competency Based Assessment Tools,
Baghdad, Iraq.
13. ILO, (2014), Implementation Manual: National Technical and Vocational
Qualification Framework NTVQF).ILO Country Office for Bangladesh.
Written By
Dr. Md. Shah Alam Majumder
Specialist ( Course Accreditation)
Email: ehlam1999@gmail.com
Edited By
Engr. Md. Shahadat Hossain
Principal, Bogura Polytechnic Institute
BTEB Certified Trainer & Assessor
Email: hossainsm61@gmail.com
Rear side of the last cover page
The Competency Based Learning Materials (CBLMs) for CBT&A Methodology for Trainers
& Assessors, Level-4 developed and printed under European Union (EU) Skills 21 –
Empowering Citizens for Inclussive and Sustainable Growth Project being implmentied by
ILO Country Office for Bangladesh.
PPD Secretariat Building Complex, Plot-17/B & C , Block-F

Agargaon, Sher-e-Bangla Nagar, , Dhaka-1207, Bangladesh
IP Phone +880 9678777457, web: ilo.org/dhaka

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Working Effectively Within Bangladesh TVET Sector

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National Technical and Vocational Qualification Framework

Competency Based Learning Materials (CBLMs)

National Certificate in CBT&A Methodology

Bangladesh Technical Education Board

This document is to be used as a key reference point by the competency-based learning

This document is owned by Bangladesh Technical Education Board (BTEB), developed

This document is available at:

Competency-based learning materials on” Working effectively within Bangladesh TVET

We appreciate Skills 21 – Empowering Citizens for Inclusive and Sustainable Growth

Work effectively within Bangladesh TVET sector

Upon completion of this module, the trainee must be able to:

1. Interpret TVET scenario of Bangladesh and relevant policy documents.

1.1 TVET terminologies are listed and defined.

2.1 Quality issues of TVET are identified and illustrated.

3.1 TVET providers and development organizations are identified

4.1 Work is planned and undertaken in collaborative way with colleagues.

This learning package includes the following:

 Interpret TVET scenario of Bangladesh and relevant policy documents.

UNIT OF COMPETENCY: Work Effectively Within Bangladesh TVET

MODULE TITLE: Working Effectively Within Bangladesh TVET Sector

Trainees must be provided with the following:

Learning Activities Recourses/Special Instructions

Practice Know-how within a specified time.

By the application of Attitudinal

Figure 1: Pictorial Definition of Skill

Attitude represents an individual’s honesty, values, sincerity, behaviors, tendency towards

Figure 3: Relationship among Job, Tasks and Task Elements

Figure 3: Job description, Job Specification and personal Specification

Competency based Training (CBT)

Competency based Assessment (CBA)

Competency Based Curriculum (CBC)

1. What does TVET mean? Why VET?

2. What is the full words of the abbreviation NTVQF?

3. Write the definition of Skill

5. Show the relationship among Job, Tasks and Task elements.

8. What is an occupational specific competency?

9.Distinguish between CS and CBC

1. TVET and importance of VET

3. Write the definition of Skill

6. What is meant by RPL? Why RPL is important?

7. What is an occupational specific competency?

8. Distinguish between CS and CBC

On the other hand, Competency Based Curriculum is a plan or specification

TVET POLICIES AND LAWS

TVET chapter of National Education Policy

National Skills Development Policy

TVET sector of Bangladesh is now undergoing major reform in terms of skills

 National Technical and Vocational Qualifications Framework

Apprenticeship is a training strategy with requirements that should be clearly stated in

g. Recognition of the Prior Learning Regardless this act

National Skills Development Authority act:

Proposed Bangladesh NTVQF with Job Classifications

NTVQF level Descriptors

RPL and TVET data system in Bangladesh

Recognition of the Prior Learning (RPL)

TVET data system

Quantitative and qualitative forecasting need to be linked to broad national development

3. What are the Bangladesh Technical Education Board Act?

5. Why Data system is important?

Answer of the question no 1:

Main features of the National Skills Development Policy

Answer of the question no 2:

Answer of the question no 3:

h. Establishment of Information Management System and it’s Maintenance for BTEB

Answer of the question no 4:

1. familiar with different formal TVET courses in Bangladesh

Formal Traditional TVET courses in Bangladesh